iversity ol the State oi New York Bulletin 

Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y.. 
under the act of August 24. 1912 

Published fortnightly 



No. 702 ALBANY, N. Y. January 15, 1920 



EDUCATIONAL CONGRESS 



ALBANY, NEW YORK 
MAY 19-28, 1919 



ALBANY 
THE UNIVERSITY OF THE STATE OF NEW YORK 
1920 
D96r-Di9-2500 (7-4673) 



THE UNIVERSITY OF THE STATE OF NEW YORK 

Hegents of the ITnlversity 
With years when terms expire 

(Revised to January i, 1920) 

1926 Pliny T. Sexton LL.B, L.L.D. Chancellor - - Palmyra 

1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. 

Vice Chancellor Albany 

1922 Chester S. Lord M.A. LL.D. ----- Brooklyn 

1930 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 

1923 Abram I. Elkus LL.B. LL.D. D.C.L. - - - New York 

1924 Adelbert Moot LL.D. ------- Buffalo 

1925 Charles B. Alexander M.A. LL.B. LL.D. 

Litt. D. ----------- Tuxedo 

1928 Walter Guest Kellogg B.A. LL.D. - - - Ogdensburg 
1920 James Byrne B.A. LL.B. LL.D. ----- New York 

1929 Herbert L. Bridgman M.A. ----- Brooklyn 

193 1 Thomas J. Mangan M.A. ----- - Binghamton 

President of the University and Commissioner of Education 

John H. Finley M.A. LL.D. L.H.D. 

Deputy Commissioner and Counsel 

Frank B. Gilbert B.A. 

Assistant Commissioner and Director of Professional Education 

Augustus S. Downing M.A. L.H.D. LL.D. Pd.D. 

Assistant Commissioner for Secondary Education 

Charles F. Wheelock B.S. LL.D. 

Acting Assistant Commissioner for Elementary Education 

George M. Wiley M.A. 

Director of State Llhrary 

Jam;es L Wyer, Jr, M.L.S. Pd.D. 

Director of Science and State Museum 

John M. Clarke D.Sc. LL.D. 

Chiefs and Directors of Divisions 

Administration, Hiram C. Case 

Agricultural and Industrial Education, Lewis A. Wilson 

Archives and History, James Sullivan M.A. Ph.D. 

Attendance, James D. Sullivan 

Educational Extension, William R. Watson B.S. 

Examinations and Inspections, George M. Wiley M.A. 

Law, Frank B. Gilbert B.A., Counsel 

Library School, James I. Wyer, Jr., M.L.S. Pd.D. 

School Buildings and Grounds, Frank H. Wood M.A. 

School Libraries, Sherman Williams Pd.D. 

Visual Instruction, Alfred W. Abrams Ph.B. 



V5- 



CONTENTS 



Agricultural Education 22 

All-year School 2^ 

Americanization 24 

Art 26 

Civics 20 

Clearing House 34 

Economics 35 

English 40 

Foreign Languages 41 

General Science 44 

Geography 46 

Plealth Education 58 

Higher Education 60 

History 66 

Home Economics 67 

Industrial Education 68 

Libiaries 69 

Mathematics yo 

Mental Diagnosis 73 

Moral Instruction 80 

Music 81 

Rural Education 82 

Training of Teachers 8^ 

[3] 



Dniversity ol the State ol New York Bulletin 

natter August 2, 1913, at the Pos 
under the act of August 34, 1913 

Published fortnightly 



Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y,, 
under the act of August 34, 1913 



No. 702 ALBANY, N. Y. January 15, 1920 

EDUCATIONAL CONGRESS 

Upon authorization of the Regents of The University of the 
State of New York, many leading educational workers of this 
and other states were invited to meet in an educational congress in 
the State Education Building, Albany, May 19 to 28, 1919. The 
purpose of the congress was to consider existing fundamental 
American educational needs, particularly as revealed since the war, 
and to determine what modifications, if any, of the curriculums or 
of the general plan and scope of the work of our schools should 
be made to meet such needs. 

The chief work of the congress was carried on through a series 
of small conferences rather than through large mass meetings and 
formal lectures. Men and women of broad educational experience 
and dependable judgment, of highest authority in special fields of 
education in our own and other states, as well as many of proved 
ability in other professions and in business and public affairs, par- 
ticipated in these conferences. 

In each section certain speakers were asked to present papers upon 
some phase of the subject, after which there was general discus- 
sion by those in attendance. Each section was requested to appoint 
a committee to formulate the general conclusions reached as to 
matters under consideration in each conference, and to make such 
recommendations as it thought wise. These reports, prepared for 
submission to the Board of Regents, are given in this pamphlet. 

f5] 



D THE UNIVERSITY OF THE STATE OF NEW YORK 

SUBJECTS AND SPEAKERS 
The speakers in the various sections, with the subjects under dis- 
icussion, were as follows : 

Agricultural Education 

Woman as a farm laborer in peace times 

Mrs Otto Eichel, Executive Director, Woman's Land Army, 
New York 

Lessons from the experience of the United States School Garden 
Army 

John H. Francis M.A. LL.D., Director, United States School 
Garden Army, Washington, D. C. 

Permanent effect of the adult war garden program 

Charles Lathrop Pack, Director, National War Garden Commis- 
sion, Washington, D. C. 

Secondary agricultural education of the future 

Aretan W. Nolan M.A. M.S., Assistant Professor of Agricultural 
Extension, Illinois College of Agriculture, Urbana, III. 

Rural social problems after the war 

A. R. Mann B.S.A. M.A., Dean, New York State College of Agri- 
culture, Ithaca 

What the war has taught us in the extension of agricultural educa- 
tion for adults 

A. C. True M.A. Ph.D. Sc.D., Chief of the States Relation Serv- 
ice, U. S. Department of Agriculture, Washington, D. C. 

What the farmer demands of agricultural education 

Silas L. Strivings, President, State Federation of Farm Bureaus, 
Castile 

Lessons from tlie experience of the United States Boys Working 
Reserve 

Frank L. Rexford, Supervisor of Farm Service and Agricidtural 
Education, Nezv York, and Federal Director U. S. Boys Work- 
ing Reserve for New York State 

All-year School 

Is it feasible to divide the school year into four terms of twelve 

weeks each? 
David B. Corson M.Pd. D.Pd., Superintendent of Schools, 

Newark, N. J. 
James F. Barker M.E., President, Mechanics Institute, Rochester 
Frank D. Boynton M.A, Pd.D., Superintendent of Schools, 

Ithaca 



EDUCATIONAL CONGRESS / 

Americanization 

Educating the immigrant in school 

Organization and supervision of classes for adult foreigners 
George E. Smith M.D., Deputy Superintendent of Schools, Buffalo 

Methods of presentation for classes of adult foreigners 
H. H. GoLDBERGER, Principal, Public School p8, Manhattan, Neiv 
York 

Making the school and its facilities suitable for classes of adult 
foreigners 
H. S. Weet Pd.D., Superintendent of Schools, Rochester 

Educating the immigrant in industry 

Advantages to the employer 
J. A. Satter, Employment Manager of Jacob Dold Packing Co., 

Buffalo 

Advantages to the employee 
Clarence C. Dewitt, Supervisor of English Schools, Ford Motor 
Co., Detroit, Mich. 

Advantages to the industrial vi^orld 
E. H. Feisinger, Safety Engineer, Solvay Process Co., Syracuse 

Means of educating the immigrant in industry 

Through factory classes 
Sarah Elkus, Supervisor of Continuation Classes, Nezv York 

Through lectures, talks, concerts etc. 
John J. Mahoney B.A., Principal, State Normal School, Lozvell, 
Mass. 

Through welfare work and recreational facilities 
Esther Everett Lape, Section of Aliens, Council of Women's 
Organisations, New York 

Educating the immigrant in home and neighborhood classes 
The necessity for home and neighborhood classes 

Elba Alsberg, Director, Home Classes, Council of Jezvish Women, 
Nezv York 

The advantages of home and neighborhood classes 
Harriet Dow, Secretary of Yorkville Neighborhood Association, 
Nezv York 

Volunteer service in home and neighborhood classes 
Mrs H. C. McMillen, Volunteer Teacher in Home Classes, Plain- 
field, N. J. 



O THE UNIVERSITY OF THE STATE OF NEW YORK 

Art 

The place of art in 

a Elementary schools 
Harry W. Jacobs, Director of Art Education, Buffalo 
Richard F. Bach, Associate in Industrial Arts, Metropolitan 

Museum of Art, Nczu York 

b Vocational schools 
Herbert J. Spinden, Museum of Natural History, New York 
M, D. C. Crawford, Editor, " Women's Wear," Nezv York City 

c High schools 
Royal B. Farnum, Superintendent, School of Applied and Fine 

Arts, Mechanics Institute, Rochester 
Jessie Franklin Turner, Bomvit-Teller Co., Nezv York City 

Civics 

Are we teaching the meaning of government and the methods of 

administration in the most effective way? 
Albert Bushnell Hart L.L.D., Professor of Government and 

Lazv, Harvard University, Cambridge, Mass. 
Edgar Dawson 'Ph.D., Professor of History, Hunter College, 

Nezv York 

The development of citizenship and patriotism through the teaching 
of civics in the elementary and high schools 

J. Lynn Barnard Ph.D., Professor of History, School of Peda- 
gogy, Philadelphia, Pa. 

The teacher and the teaching of civics 

A. E. McKinley Ph. D., Professor of History, University of 
Pennsylvania, Philadelphia, Pa. 

Clearing House 

A clearing house for closer cooperation between educational institu- 
tions, and the adjustment of courses to community needs as 
shown by national, state and other employment agencies 

Virginia C. Gildersleeve Ph.D., Dean, Barnard College, Columbia 
University 

Mrs Anna Y. Read, Assistant Chief of Junior Section, U. S. 
Employment Service, Washington 



EDUCATIONAL CONGRESS 9 

Economics 

The place in the curricuUim of economics 

a Vocational schools 
A. L. PuGH M.A., Chairman, Department of Economics, High 

School of Commerce, Nezv York 

b Elementary schools 
Adam A. Walker M.A., Professor of Economics and Sociology, 
State College for Teachers, Albany 

c High schools 
Walton H. Hamilton Ph.D., Professor of Economics, Amherst 

College, Amherst, Mass. 
What simple economic facts should be taught in elementary and 

high schools? . 

David T. Clark M.A., Professor of Economics, Williams College, 

Williamstown, Mass. 

How may economics be most effectively taught in elementary and 

high schools? x c ; ; 

John L. Tildsley Ph.D., Associate Superintendent of bctiools, 

New York 

English 
Inculcation of patriotism through the teaching of English 

Literature 
Henry Neumann Ph.D., Ethical Culture School, Nezv York 

Composition 
Ernest E. Clark B.A., Head of English Department, East High 

School, Rochester 

Socialization of English teaching 

Conduct of class exercises 
Charles Robert Gaston Ph.D., Head of English Department, 

Richmond Hill High School, Nezv York 

Connection with life outside the classroom 
Frederick H. Bair M.A., Specialist in English. State Education 
Department, Albany 

The library as a continuation school in English 
Allan Abbot B.A. M.A., Assistant Professor of English, Teachers 
College, Columbia University, Nezv York 



10 THE UNIVERSITY OF THE STATE OF NEW YORK 

The elimination of nonessentials in the teaching of English 

Mary Bird Fontaine, Chairman, Committee on Economy of Time, 

National Council Teachers of English, Glenville Normal School, 

Glenville, W. Va. 
Charles E. Gorton Ph.B. Pd.D., Superintendent of Schools, 

Yonkers 

English in the intermediate or junior high school 

Thomas H. Briggs Ph.D., Associate Professor of Education, 

Teachers College, Columbia University 
James Glass B.A., Principal, Washington Junior High School, 

Rochester 

Development in the schools of pure English speech worthy of our 
great democracy 

1 Development of pleasing tone and of correct idiom and 

pronunciation 
Jean Y. Ayer, Principal, Post Road School, White Plains 

2 Correction of speech defects 

Frederick Martin M.D., Director of Speech Improvement, 
Department of Education, Nezv York 

Foreign Language 

Aims and purposes of foreign language study 

E. W. Bagster-Collins M.A., Associate Professor of German, 
Teachers College, Columbia University, Nezv York 

How may children be guided in their choice of a foreign language to 

be studied? 
Calvin Thomas M.A. LL.D., Gebhard Professor of the Germanic 

Languages and Literatures, Columbia University, Nezv York 
James F. Mason Ph.D., Professor of the Romance Languages, 

Cornell University, Ithaca 

The relative amount of foreign language study in a well-balanced 

high school curriculum 
Charles A. Downer Ph.D., Professor of fJic Romance Languages, 

College of the City of Nezv York, Nezv York 

The preparation of the foreign language teacher 
Albert Schinz Ph.D., Professor of French Language and Litera- 
ture. Smith College, Northampton, Mass. 



EDUCATIONAL CONGRESS II 

Marian P. Whitney Ph.D., Professor of German, Vassar College, 

Poughkeepsie 
William R. Price Ph.D., Specialist in Modern Languages, State 

Education Department, Albany 

General Science 

Aims and purposes of general science 

Otis W. Caldwell B.S. Ph.D., Professor of Education, Teachers 

College, Columbia University, New York 
Bertha May Clark Ph.D., Head of Science Department, William, 

Penn High School for Girls, PJiiladelphia, Pa. 

Place of general science in the public school curriculum 
Harry A. Carpenter, West High School, RocJiester 
Clarence F. Hale M.S. Ph.D., Professor of Physics, State College 
for Teachers, Albany 

Content of the general science course 

Daniel R. Hodgdon, President, Neiv Jersey College of Technology, 

Newark, N. J. 
James E. Peabody M.A., Head of Department of Biology, Morris 

High School, New York City 

Geography 

The importance of geography as shown by the great war 

1 The extent of territory involved and the means adopted 

by the belligerent nations to obtain and retain control of 
territory and land and sea ways 
G. B. RooRBACH M.A., Assistant Professor of Geography, Uni- 
versity of Pennsylvania, Philadelphia, Pa. 

2 The influence of physical geography upon the conduct of 

the war 
A. P. Brigham M.A. Sc.D., Professor of Geology, Colgate Uni- 
versity, Hamilton 

3 The effect of the war upon the normal industrial and com- 

mercial relations of nations especially as to food supplies, 
the raw materials of industry and markets 
O. P. Austin, National City Bank, Nezv York 



12 THE UNIVERSITY OF THE STATE OF NEW YORK 

Geography in the elementary school 

1 Has the war shown that there should be a change of 

emphasis in teaching this subject to children? 
Charles T. McFarlane B.'Pd. Pd.D., Professor of Geography, 
Teachers College, Columbia University, New York 

2 (a) Should new material of instruction be included? 
(b) What old material of instruction should be omitted? 

Charles W. Hunt M.A., Vice Principal, Horace Mann School, 

New York 
D, J. Kelly B.Sc, Superintendent of ScJiools, Binghamton 

Geography in secondary schools 

1 In the light of recent world events are the secondary schools 

justified in devoting a half year to physical geography as 
it is now being taught? 
W. W. Atwood B.S. Ph.D., Professor of PJiysiography, Harvard 
University, Cambridge, Mass. 

2 Assuming that graduates of our secondary schools should 

know the world's resources and the use to which they are 
being put, what instruction in geography is best calculated 
to give this information? Consider 

a The claims of commercial and industrial geography 

b The claims of regional geography 

AvARD L. Bishop Ph.D., Professor of Geography and Commerce, 

Sheffield Scientific School, Yale University, Nezv Haven, Conn. 

Clara B. Kirchwey, Horace Mann School, Columbia University, 

Nezv York 

Geography in normal schools 

What work in geography should be given in normal or other 
teacher-training institutions ? 
Edward M. Lehnerts M.A., Teachers College, Columbia University 
R. A. Searing, Superintendent of Schools, North Tonazvanda 

Health Ekiucation 

How may health instruction be promoted through the schools? 

Thomas E. Finegan M.A. LL.D., Deputy Commissioner of Educa- 
tion, Albany 

Joseph S. Lawrence M.D., State Department of Health, Albany 

Thomas D. Wood M.D.. Teachers College, Columbia University, 
Nezv York 



EDUCATIONAL CONGRESS 13 

How may cooperation in a state plan of school health instruction be 
given by 

a The national government? 
Taliaferro Clark M.D., Assistant Surgeon General, U. S. Public 

Health Service, Washington 

b The Red Cross? 
Mrs Annie Humphrey, Atlantic Division, American Red Cross, 

New York 
Special needs and difficulties in health work in rural schools 
J. Mace Andress, Boston Normal School, Boston, Mass. 

The school's responsibility for health as shown by educational 

experience 
Major Henry L. K. Shaw M.D., State Department of Health, 

Albany 
Clinton P. AIcCord M.D., School Health Director, Albany 

Forms of organized efir'ort for health work in schools 
Jennie Haver, County Helping TeacJier, Flemington, N. J. 
Ruth G. Norton, Physical Training Supervisor, State Education 

Department 
Helen Harwich, Physical Training Supervisor, State Education 

Department 

Essentials in a program of physical training in city schools 
Herman J. Norton, Director of Physical Education, Rochester 
Colonel Arthur Woods, United States Employment Bureau, 
Washington, D. C. 

Essentials in a program of physical training in rural schools 
William H. Geer, Assistant Physical Training Inspector, Military 
Training Commission, Albany 

Preparation of teachers for health and physical training ^ 

Elmer Berry, International Y.M.C.A. College, Springfield, Mass. 
Helene M. Bennett, Instructor of Physical Education, State Col- 
lege for Teachers, Albany 

Higher Education 

American and European continental systems of education : relative 

advantages and disadvantages of the systems 
Stephen P. Duggan M.S.c. Ph.D., Professor of Education, College 

of the City of Nezv York, and Director, Institute of International 

Relations, New York 



14 THE UNIVERSITY OF THE STATE OF NEW YORK 

The time element in education : Can the long period from kinder- 
garten through college and professional school be shortened? 
How and at what points? 

William McAndrews B.A., Associate Superintendent of Schools, 
New York 

Admission to college : Upon what training shall it be based and how 

shall it be determined? 
Adam Leroy Jones Ph.D., Director of University Admissions and 

Associate Professor of Philosophy, Columbia University, New 

York 

The secondary school and the college 

Rush Rhees D.D. LL.D., President, University of Rochester, 
Rochester 

Some lessons of the war : How shall we profit by them in modifica- 
tion of college courses and practices? 

C. A. Richmond D.D. LL.D., Chancellor, Union University, 
Schenectady 

College training for business : What place has training for business 
in the college course? 

Jeremiah W. Jenks Ph.D. LL.D., Research Professor of Govern- 
ment and Public Administration, School of Commerce, Accounts 
and Finance, New York University, New York 

History 

The general content of the curriculum in history for elementary 

schools 
Samuel B. Harding Ph.D., Committee on History and Education 

for Citizenship in Schools, Chicago, III. 

Vocational schools 
A. S. Beatman M.A., Chairman of the Department of History and 
Civics, Julia Richman High School, Nezv York 

High schools 
Henry Johnson M.A., Professor of History, Teachers College, 
Columbia University, Nezv York 

A new emphasis on recent periods of history 

James Harvey Robinson Ph.D., formerly Professor of History, 
Columbia University, Nezv York 



EDUCATIONAL CONGRESS 15 

How shall the fair interpretation and presentation of history to the 
minds of children be assured? 

C. H. Van Tyne Ph.D., Professor of History, University of Mich- 
igan, Ann Arbor, Mich. 

Home Economics 

The Smith-Hughes vocational school act and after-war home 

economics 
Anna E. Richardson M.A., Acting Assistant Director for Home 

Economics, Federal Board for Vocational Education, Washington 

The training of teachers for reconstruction demands in home 

economics 
Anna M. Cooley B.S., Associate Professor of Household Arts 

Education, Teachers College, Columbia University, Nczv York 

Permanent lessons in food conservation 

Martha Van Rensselaer B.A., Professor of Home Economics, 
State College of Agriculture, Ithaca; formerly Head of Home 
Conservation Division, U. S. Food Administration 

War lessons and home extension work 

Florence Freer B.S., State Leader, County Demonstration Agents, 
State College of Agriculture, Ithaca 

Permanent lessons in clothing thrift 

Cleg Murtland B.S. M.A., Associate Professor of Education, 
University of Michigan, Ann Arbor, Mich. 

Permanent benefit of Junior Red Cross in the schools 
H. N. McCracken Ph.D. LL.D. L.H.B., President of Vassar Col- 
lege, Poughkeepsie, formerly National Director, Junior Red 
Cross, Washington 

Lessons learned by the elementary school children 
Grace Schermerhorn B.S., Director of Cooking, Department of 
Education, New York 

Industrial Education 

After-war industrial education 

Dexter Kimball B.A. M.E., Acting Dean, Sibley College of 
Mechanical Engineering, Cornell University, Ithaca 



l6 THE UNIVERSITY OF THE STATE OF NEW YORK 

Training labor for peace time 

C. T. Clayton, Director of Training Service, U. S. Department of 
Labor, Washington, D. C. 

Methods and results of training women for industry 
Louise Odenkrantz, Assistant to the Federal Director for Women's 
Work, United States Employment Service, Nezv York 

Lessons from the experience of training army mechanicians 
C. R. Dooley B.S., Westinghouse Company, East Pittsburgh, Pa.; 
Formerly Director of Vocational Section, Committee on Educa- 
tion and Special Training, War Department, Washington, D. C. 

Industrial education and the New York State Federation of Labor 
Peter Brady, Chairman, Educational Coinuiitiee, Nezv York State 
Federation of Labor, Nezv York 

Industrial education and the New York State manufacturers 

E. H. Feisinger, Safety Engineer, Solvay Process Co., Syracuse 

Libraries 

The library as an essential agent for conserving and advancing the 
results of formal school training in after-school life 

William Warner Bishop M.A., Pres'ident, American Library 
Association, and Librarian, University of Alichigan, Ann Arbor, 
Mich. 

Mathematics 

Mathematical requirements 

(Report of committee for information) 

J. W. Young Ph.D., Professor of Mathematics, Dartmouth College, 
Hanover, N. H. 

Frederick C. Ferry Ph.D. Sc.D. LL.D., President, Hamilton Col- 
lege, Clinton 

Mathematics in the junior high school 

William Betz, . Vice Principal of West High School, Rochester 

Joseph K. VanDenburgh, Speyer Experimental Junior High 

School, Nezv York 
Howard F. Hart, Montclair, N. J. 

Mathematics of senior high school of the future 

John H. Denbigh M.A., Principal, Packer Collegiate Institute, 

Brooklyn 
Herbert E. Hawkes Ph.D., Acting Dean of Columbia College, 

Columbia University, Nezv York 



EDUCATIONAL CONGRESS 17 

Experiments in teaching secondary mathematics 

Raleigh Schorling B.A., Instructor in Mathematics, Lincoln 

School, Teachers College, Columbia University, New York 
Vevia Blair B.S., Teacher of Mathematics, Horace Mann School, 

Teachers College, Columbia University, Nezv York 

Applied mathematics in high school courses 

William E. Breckenridge M.A., Associate in Mathematics, 
TeacJiers College, Columbia University, and Head of Depart- 
ment of Matlicmatics, Sfuyvesant High School, Nezv York 

Major Fred L. Engelhardt M.A., Elementary Education 
Inspector, State Education Department, Albany 

Tests in mathematics 

Frederick E. Newton Ph.B., Instructor in Matlicmatics, Phillips 
Academy, Andover, Mass. 

Projects for mathematical research 

David Eugene Smith Ph.D. M.Pd. LL.D., Professor of Mathe- 
matics, Teachers College, Columbia University, New York 

Training of mathematics teachers 

R. C. Archibald Ph.D., Associate Professor of Pure Mathematics, 
Brozvn University, Providence, R. I. 

C. W. Watkeys M.A., Professor of Mathematics, University of 
Rochester, Rochester 

Harry Birchenough M.A., Professor of Mathematics, State Col- 
lege for Teachers, Albany 

Mental Diagnosis 

Mental diagnosis and psychometric methods 

What have mental examinations in the army suggested for 

a Phychometric work in the schools? 

b Use and value of group tests in the schools? 
Rudolf Pintner M.A. Ph.D., Professor of Psychology, Oliio State 

University, Columbus, Ohio 
Marion R. Trabue M.A. Ph.D., Assistant Professor of Education, 

Teachers College, Columbia University, Nezv York 
Arthur S. Otis, Nezv Haven, Conn. 

What have army psychologic experiences suggested for the sub- 
normal child? 
a What is the place of the moron in industry? 

Mrs Helen Thompson Woolley Ph.D., Director, Vocation 
Bureau, Cincinnati Public Schools, Cincinnati, Ohio 



l8 THE UNIVERSITY OF THE STATE OF NEW YORK 

b How can the schools best train the subnormal child? 

A. Leila Martin, Psychological Examiner, Child Study Labora- 
tory, Rochester 

Ada M. Fitts, Director of Special Classes, Boston, Mass. 

c How can the schools cooperate with industry? 
Arnold Gesell Ph.D. M.D., Professor of Child Hygiene, Yale 
University, Nezv Haven, Conn. 

What has army psychologic experience to suggest for the very bright 
child ? 
a How conserve his time and energy in the grades ? 
h How shall he be fitted for leadership? 

James E. Lough M.A. Ph.D., Professor of Experimental Psy- 
chology, New York University, New York 

Robert S. Woodworth M.A. Ph.D., Professor of Psychology, 
Columbia University, Nezv York 

Edgar A. Doll M.A., Psychological Laboratory, Princeton Uni- 
versity, Princeton, N. J. 

Louis A. Pechstein Ph.D., Assistant Professor of Philosophy and 
Education, University of RocJiester, Rochester 

Modifications of the Curriculum 

What modifications of the curriculums or of the general plan and 

scope of the work of public education should be made to meet 

existing fundamental educational needs as revealed by our recent 

national experience? 

Major John F. O'Ryan, Commanding General, New York 

National Guard 
George D. Strayer B.A. Ph.D., Professor of Educational Adminis- 
tration, Teachers College, Columbia University, and President 
of National Education Association 
C. R. Mann B.A. Ph.D., Educational Adviser, War Department, 

Washington 
Hugh Frayne, Organi:;er of American Federation of Labor for 

New York State 
Clyde Furst Litt.D., Secretary of the Carnegie Foundation for the 
Advancement of Teaching 

Moral Instruction 

Should there be specified and. formal courses of moral instruction in 

schools ? 
Felix Bertaux, Agrcge de I'Universite de Paris, Professor in 
Lycee Corneille at Rouen, France 



EDUCATIONAL CONGRESS 1 9 

Adam A. Walker MA., Professor of Economics and Sociology, 
State College for Teachers, Albany 

If so, what should be the program of such instruction in the high 

schools ? 
Mrs Annie W. Allen, Director of Roger Ascham School, White 
Plains 

What should be the program of such instruction in the elementary 

schools ? 
Angelo Patri M.A., Principal, Public School 4j, The Bronx, New 

York 

The preparation of the teacher for giving moral instruction 
A. R. Brubacher M.A. Ph.D., President, State College for 
Teachers, Albany 

Music 

How may universal interest in music be developed through the 

schools ? 
Hollis E. Dann Mus.D., Head of Department of Music, Cornell 

University, and President, National Conference of Music 

Supervisors 

What place should music have in the program of 

a Elementary schools 
Arthur James Abbott, Teacher of Music, State Normal School, 

Buffalo 
Julia E. Crane, Teacher of Vocal Music, State Normal School, 

Potsdam 

b High schools 
Charles E. Miller, Supervisor of Music, Rochester 
Inez F. Daman Mus.B., Supervisor of Music, Schenectady 
Russell Carter, Supervisor of Music, Amsterdam 

Rural Education 

The curriculum of the elementary schools 

Mrs Florence E. S. Knapp, Director of Department of Domestic 

Economy, Syracuse University, Syracuse 
LiDA Lee Tall B.Sc, Lincoln School, Teachers College, Columbia 

University 
Martha Gilmore, Geneseo 

2 



20 THE UNIVERSITY OF THE STATE OF NEW YORK 

The junior high school 

a In the small community 

b In villages 
MiLO B. HiLLEGAS Ph.D., Commissioner of Education, Montpelier, 

Vt. 
Thomas H. Briggs Ph.D., Associate Professor of Education, 

Teachers College, Columbia University 

Standardization of rural schools 

H. A. Allan, State Agent for Rural Schools, Augusta, Me. 

J. M. Foster, Supervising Principal, Dansville 

M. B. FuRMAN, District Superintendent of ScJiools, East Rochester 

Supervision 

George A. Works Ph.B. M.S. A., Professor of Rural Education, 

Cornell University, Ithaca 
Ruth M. Johnston, District Superintendent of ScJiools, Port 

Ley den 

Building the community spirit 

Mabel Carney, Instructor in Rural Education, Teachers College, 
Columbia University, Nezv York 

M. C. Burritt M.S. in Agric, Ph.D., Vice Director of Extension, 
New York State College of Agriculture, Cornell University, 
Ithaca 

Training of Teachers 

General problems of curriculums 
a Length of curriculums 

b Differentiation of curriculums for specific types of teaching 
c Relation between academic and professional subjects 

William C. Bagley Ph.D., Professor of Education, Teachers 
College, Columbia University, New York 

Henry W. Holmes M.A., Professor of Education, Harvard Uni- 
versity, Cambridge, Mass. 

Training school problems 

a Relation of training departments to other normal school 

departments 
b Administration of training schools 
c Gradation of participation and practice teaching 
d Supervision of practice teaching 

William C. Bagley Ph.D., Professor of Education, Teachers Col- 
lege, Columbia University, Nezv York 

Stephen S. Colvin Ph.D., Professor of Educational Psychology, 
Brown University, Providence, R. I. 



EDUCATIONAL CONGRESS 21 

Problems of preparing rural school teachers 

a Variations in subject matter courses 

b Variations in professional courses 

c Variations in participation and practice teaching 
Mabel Carney, Instructor in Rural Education, Teachers College, 

Columbia University, New York 

Special problems of normal school administration 

a Standards of " teaching-load " of instructors ; " student- 
load " in hours of prescribed work ; size of classes 
b Problem of faculty organization ; functions of faculty ; com- 
mittee work 
George D. Strayer B.A. Ph.D., Professor of Educational Adiiiinis- 
tration, Teachers College, Columbia University, and President 
of National Education Association 



22 THE UNIVERSITY OF THE STATE OF NEW YORK 



REPORTS AND RECOMMENDATIONS 

The various sections of the congress were asked to appoint com- 
mittees to make such report and recommendations to the Board of 
Regents as the discussions suggested. Such section reports follow : 

Agricultural Education 

The committee recommends-: 

1 Attention should be given to the matter of conducting a program 
of publicity among the various agencies in the State that may be 
interested in and should have a part in the promotion of instruc- 
tion in vocational agriculture as a part of the public school system of 
the State. This campaign of publicity may well be conducted among 
such agencies as the grange, the farm bureau organizations, com- 
munity improvement leagues, fruit and truck growers' associations, 
local boards of education, and school superintendents and principals. 
Information may well be disseminated through the Extension News, 
Farm Bureau News and the agricultural journals and by means of 
special circulars of information issued by the Education Department. 

2 A careful study should be made concerning the opportunities 
for extending agricultural instruction to a larger group of farm 
boys. Up to the present time, attention has been focused on the 
problem of organizing courses in agriculture for pupils regularly 
enrolled in the high school departments. In the communities now 
offering such courses it is very evident that only a small proportion 
of the boys living and working on farms are being reached by the 
school. Two rather distinct groups of such boys may be recognized : 

a Boys who have left school and who may desire to reenter for 
the purpose of receiving instruction in agriculture. These pupils 
might be reached through a one-year or two-year course embodying 
the major phases of agriculture. 

b Boys and young men of the region who might be interested 
in a short course in agriculture conducted during the slack season 
of the year for a period varying from two weeks to three months. 

3 The experience gained as a result of the war garden activities 
point definitely to the fact that the school and home garden work may 
well be continued as a part of the elementary school program in the 
larger villages and cities. During the past four years, the State 
Education Department and the New York State College of Agri- 



EDUCATIONAL CONGRESS 23 

culture have cooperated in the organization of junior home project 
work throughout the State. The school and home garden work in 
the State may well be included in the junior project activities and 
made a part of the instruction in elementary agriculture as organized 
in the syllabus for elementary agriculture and homemaking. 

A. R. Mann 
Anna M. Cooley 
L. A. Wilson 

Committee 

All-year School 

No comprehensive report or final recommendation can be made by 
your committee on the basis of the limited scope of the material now 
before it. The chief material before the committee consists of the 
following : 

1 A detailed report upon the working of the all-year schedule 
in certain elementary schools in Newark, N. J., which was presented 
to the conference by Dr David B. Corson. 

2 A less formal report from President James F. Barker, of 
Mechanics Institute, Rochester, N. Y., presenting the results of his 
experience with the practice of the idea in the secondary schools 
of Cleveland and in the Mechanics Institute of Rochester. 

3 An informal report by Dean A. L. Bouton upon the working 
of a three-term schedule introduced in connection with a section of 
the freshman class in the College of Arts and Pure Science and the 
School of Applied Science of New York University. 

The discussions presented made clear the great economy of time 
made possible in formal school and collegiate training by the elimina- 
tion of the long summer vacation. They also made clear the greater 
efficiency resulting from the continuous use of educational plants 
throughout the twelve months of the year. These arguments are 
quite unanswerable. 

Insufficient data are before your committee touching the practical 
application of the all-year schedule to certain types of high and 
secondary schools, and to the general organization of colleges and 
universities. It would of course be necessary, before entering further 
upon the study of the problem, to investigate the working of the 
all-year schedules now in force in such universities as the Uni- 
versity of Chicago and the Leland Stanford Junior University. 



24 THE UNIVERSITY OF THE STATE OF NEW YORK 

The committee believes that the physical welfare of pupils and 
students working under an all-year schedule should be carefully safe- 
guarded by adequate medical inspection so as to prevent overstrain 
on the part of students who are either overambitious or under 
pressure of economic need to shorten their school training. Your 
committee believes, therefore, that the all-year schedule should be 
offered as an opportunity rather than presented as a requirement 
to pupils in any community where it may be adopted. 

The committee believes, moreover, that in the all-year system the 
welfare of the teaching staff is of equal concern with the welfare of 
those who are taught and that ways should be definitely organized 
to prevent teachers from engaging in consecutive work over too 
long a series of terms. 

It is desirable, moreover, that the all-year schedule should be 
tried out experimentally in a greater variety of schools and in a 
larger number of municipalities than has so far been the case. We 
believe that the State Department can do much by way of encourag- 
ing experiments in this direction on the part of local school authori- 
ties. Your committee recommends that further study of the problem 
proceed under the authority and organization of the State Depart- 
ment of Education and that, on the basis of such authoritative study, 
recommendations be formulated for the consideration of the schools 
and colleges of the State. 

Inasmuch as the success of the system in the colleges and uni- 
versities depends in large measure upon coordinating the term 
system of the colleges with that of the secondary schools, it is 
recommended that the State Department take this particular problem 
under special consideration, inasmuch as uniform action among the 
secondary schools of the State would seem to be a prerequisite for 
the successful introduction of an all-year schedule by the colleges 
and universities. 

Archibald L. Bouton 
David E. Corson 
James F. Barker 

Committee 

Americanization 

The committee considers the fundamental principles involved in 
Americanization work to be as follows : 



EDUCATIONAL CONGRESS 25 

1 The foreign-born should be interested in their own Americani- 
zation work from within the group. 

2 The foreign-born should be represented by their leaders on 
all Americanization committees. 

3 Community and neighborhood Americanization with the school- 
house as the logical community center olTers best possibilities. 

4 Factory classes in English and citizenship should be made a 
large part of the program. 

5 So far as possible adult non-English-speaking foreign-born 
should attend factory classes on their own time and not under 
compulsion. 

6 Inducements as to promotion, preference and pay should be 
made to those attending these factory classes. 

7 Cooperation of all organizations in the field, through a central- 
ized Americanization council representing all activities, is desirable. 

8 The active cooperation of the State Federation of Labor and 
the Associated Manufacturers is essential to the success of the 
program. 

The committee on home and neighborhood teaching makes the 
following recommendations : 

1 That the teacher of home and neighborhood classes be an 
integral part of the public school system. 

2 That the teacher of home and neighborhood classes be con- 
nected with a definite school or schools and that she be responsible 
to a definite school superintendent or school principal. 

3 That the teacher of home and neighborhood classes be chosen 
with discrimination, for home teaching requires resourcefulness, 
tact and sympathy combined with an attractive personality. 

4 That the teacher of home and neighborhood classes be specially 
trained along social and educational lines. 

5 That the teacher of home and neighborhood classes give full 
time to this work, daytime, evening or both. 

6 That the teacher of home and neighborhood classes be paid on 
a yearly basis and that she receive a salary at least equal to that of 
other school teachers. 

7 That trained volunteers be used for home and neighborhood 
classes, that they be under the supervision of a director or super- 
visor, and that they be required to hand in at regular intervals 
written reports of their work. 



2,6 THE UNIVERSITY OF THE STATE OF NEW YORK 

8 That the program for home and neighborhood classes inchide 
Teaching of EngHsh . 

( 1 ) Speaking 

(2) Reading 

(3) Writing 

h Instruction in civics and naturahzation 
c Instruction in homemaking 
d Instruction in child welfare 
e Instruction in American ideals 

Clara B. Springsteed 
Elsa Alsberg 
Sarah Elkus 
Harriet P. Dow 

Committee 

Art 

The committee on art education appointed to consider existing 
fundamental educational needs particularly as revealed by our recent 
national experiences, and to determine what modifications, if any, 
of the curriculums or of the general plan and scope of work of our 
elementary and secondary schools should be made to meet such 
fundamental state and national needs, has the honor to submit the 
following report : 

In Elementary Schools 

Men and women engaged in the business of the world are demand- 
ing that industry be made the controlling motive for the handwork 
done in school. They have! come to realize that much of the time 
devoted to drawing and construction in the past has been wasted in 
purposeless activity. There would appear to be but one solution, 
the formulating of courses combining thought and art with drawing 
and construction. 

Industry from the first demanded of education that it be made 
industrial, not merely that it be made manual. The result of our 
inability to meet in the past the demands of the times has been that 
manual activities have flooded our schools, activities decidedly 
lacking in educational "".vorth. 

A nezv school study. vVe must establish a new school study 
which shall provide educative art and construction work and at the 
same time contribute to the other studies facts which can be obtained 
at present through no other means. 



EDUCATIONAL CONGRESS 27 

There is an extensive body of industrial information which is 
already being organized, evaluated and crystallized into the new 
school study. Our geographies, reading books and drawing books 
are taking cognizance of this point of view. 

Instruction in the industries will create in children a sufficient 
interest in and knowledge of things industrial to enlarge their ability 
to appreciate and enjoy the works of artist, mechanic and manu- 
facturer. This will be brought about : ( i ) by investigating the con- 
ditions under which products are made; (2) by making drawings to 
illustrate forms, facts and operations, thus clarifying concepts; (3) 
by manipulating the materials from which articles are made, thus 
creating a new product; (4) by making decorative designs to enhance 
the beauty of objects. There is no reason why such materials as 
clay, Portland cement, woody textile fibers, glass and metals should 
not each perform a prominent part in school courses. 

The course. To develop a course of study it will be necessary 
first to select an industrial subject matter; second, to provide prac- 
tice in color, representation and design based upon the subject 
matter ; and third, to provide construction or the manipulation of 
materials based upon the subject matter. The course should be 
made out grade by grade, month by month. 

Guiding principles. We advise caution in confining art education 
within too limited bounds. There must be considerable art expres- 
sion in paths other than those industrial ones which appear just 
now to be most important. We must not forget picture study, the 
artistic arrangement of written work, the care of school property 
and of the school 'premises in particular, the conduct of systematized 
recreation, entertainments and other social functions involving often- 
times music and dancing. Literature too comes in for her share in 
art expression. Try as we may to provide a subject in the ele- 
mentary school course which will entirely take care of art instruction 
we shall not succeed. Art will not be so confined. We believe that 
upon the acceptance of the nine principles listed below will depend 
in a large measure the success of art teaching in the first six grades. 

I There must be established a new school study combining the 
former subjects of drawing, manual training, cooking, sewing and 
construction work still found on many elementary school programs. 
(Drawing, cooking, sewing and shopwork are appropriate subjects 
for grades above the sixth but the combined subject will make for 
efificiency in the elementary school.) 



28 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 The Study will be the same for all children regardless of race, 
sex, social standing or future occupation. 

3 Its aim will be the development of social intelligence and appre- 
ciation through understanding the things of the environment which 
have resulted from man's transformation of the raw materials about 
him into finished products to meet the need for food, clothing, 
shelter, records, utensils, tools, machines, light, heat and power. 

4 The topics around which the course is to be organized are: 
how the race feeds itself ; how the race clothes itself ; how the race 
houses itself; how the race puts itself on record; how the race pro- 
vides utensils ; how the race provides tools and machines ; how 
the race produces light, heat and power. 

5 The primary object of the course will not be the cultivation of 
technical skill although some degree of efficiency will result from a 
proper graduation of the work and from careful teaching. 

6 The handwork will be for illustrative purposes, giving insight 
through participation. 

7 Subject matter will include the story of the growth of the race 
in the use of the raw materials of industry, from primitive to modern 
industrial methods ; the simpler principles involved in tool processes 
and the influence of the industries on the life of the people, with 
constant connection with related literature, history, geography, 
arithmetic and nature study. 

8 If the school program is properly adjusted such a course will 
greatly vitalize the other subjects of the curriculum in many cases 
saving much time through correlation. 

9 The course will be cultural, having an intimate relation with 
the life experience of the race as shown in its art expression in 
pottery, textiles, basketry, metal and woodworking and as reflected 
in its painting and sculpture. 

In Secondary Schools 

The junior high school. Above the sixth grade, an entirely 
different problem confronts us. The adolescent stage is approaching 
and the boy or girl begins to think and act in terms of more advanced, 
even adult activity. 

Now is the time to ascertain the pupil's capacities for certain 
kinds of work, his interests, and to discover if possible what his 
natural abilities may be. It is the period when we can " try-out " 



EDUCATIONAL CONGRESS 29 

the individual in various fields of life work. His inclination may 
be largely mental or largely manual. It may be professional or 
trade ; commercial or industrial. Art teaching should seek to develop 
latent powers. At the same time the general knowledge of what 
constitutes a fine thing, good taste, beauty, should be instilled into 
the receptive mind of the pupil. 

At present we find pupils entering high school with widely vary- 
ing degrees of art knowledge. We believe, therefore, that every 
first year high school class should be required to pursue a general 
course in art training or art appreciation, a course permitting of the 
interpretation of beauty in innumerable ways. It should include a 
study of nature as applied to art, historic works of art and modern 
manufactured forms. It should permit of enough practice to 
demonstrate the possibilities and limitations of art expression in a 
variety of mediums. Finally it should bring before the ptipils many 
direct applications which may be carried out in the common 
experiences of daily life. 

Following this general course, which should seek to discover the 
talented, there should be offered special courses whose technical 
content is focused upon definite types of commercial, industrial, 
decorative and graphic art. 

We realize that the average high school is not equipped to offer 
successfully even one course in art instruction. When from two to 
five different classes have to use the same room it is obviously 
impossible to equip or maintain that room as an art studio. A flat 
table for stencilling, drawing tables, a bench, space for illustrative 
material, a sink, shadow boxes, etc. are not possible in the room 
required for general recitation purposes. 

The senior IngJi school. In the senior high school more definite 
steps should be taken toward specialization. Up to this time art 
education has sought to bring to the attention of the pupil various 
esthetic experiences, with definite reasons for selections, choices or 
arrangements. \Miatever taste has been developed was probably 
dependent upon one of two things, or perhaps both — first, con- 
victions resulting from experience and second, statements of fact 
presented by the teacher and accepted by the pupil as final. This 
more general knowledge must now be directed toward somewhat 
prolonged and specialized types of artistic production. 

Economic necessity for properly trained art and craft workers 
will sooner or later force more adequate equipment into the average 
high school. 



30 THE UNIVERSITY OF THE STATE OF NEW YORK 

A Special Art School 

We are convinced that Europeans never have produced nor will 
they ever be able to produce in Europe or in America the kind of 
industrial art that America must have. There must sooner or later 
be established a group of industrial art schools which will eventually 
be capable of training an adequate number of craftsmen to execute 
the kind of work which the American child is to be taught in the 
public schools to appreciate and to enjoy. 

The State should at once make provision in a state school of art 
for highly specialized design and industrial art training, in or near 
New York City. This school should include high school grades, 
and advanced art and technical departments for the highest type of 
professional training short of a possible university of art at Wash- 
ington. Provision should also be made for teacher-training classes. 

Schools from all over the State would feed into this school which 
would be directly associated through advisory boards with the art 
industries and their professional studios. The school should be 
closely afBliated with the Metropolitan Museum and the Museum of 
Natural History and it should seek to give to the State and Nation 
artists and designers better trained and more efficient than any 
country has ever seen. 

Royal B. Farnum 
Harry W. Jacobs 
Leon L. Winslow 
Richard F. Bach 
Herbert J. Spinden 

Committee 

Civics 

That " The principles which you would incorporate in the life 
of your community you must write into the curriculum of your 
schools " has become a proverb of reform. Mr Roosevelt para- 
phrased this proverb in the expression, "If you are going to do any- 
thing permanent for the average man, you have got to begin before 
he is a man. The chance of success lies in working with the boy, 
not with the man." 

Our conference is concerned with the making of good citizens in 
a democracy, a form of government in which success — that is, 
peace, order, industry, justice and general happiness — depends on 
wise action and right living by the average person. This end must 



EDUCATIONAL CONGRESS 3 1 

be attained if at all as a result of education; through the cultivation 
of the mental, spiritual and physical possibilities of the young, which 
is the task of the whole school system. 

As a part of this general undertaking, the particular concern of 
this conference on the teaching of government, is the preparation 
of children for participation in democracy through planting in their 
minds and characters sound principles of political and social 
cooperation. 

Among the most useful studies of the teaching of government is 
the one which was made by the Maxwell committee for the National 
Municipal League. This committee reported to the league in the 
years 1904 and 1905, and the results of its work may be found in 
the proceedings of the league for those years. The chairman of the 
committee, Dr William H. Maxwell, in summing up its work, called 
attention to one outstanding difficulty in the way of useful instruction 
in government, and made four basic recommendations. 

The difficulty on which he laid stress had immediate reference to 
the teaching of municipal government, which he said was then still 
in a state of flux. He said that because of this it was difficult for 
the teacher to know what to teach. For the teacher of city govern- 
ment, this difficulty has been removed through the publication of a 
model city charter which is the expression of the concensus of opinion 
among political scientists as to what city government should be. 
It remains now for the teacher to implant in the minds of his pupils 
the principles contained in this model charter. 

The same difficulty persists in the teaching of state government. 
We have no model state constitution, and there is no simple expres- 
sion of the consensus of opinion as to what a state government 
should be. This lack is a sad indictment of the leaders of our 
political thought and should soon be corrected. It is wrong to teach 
to young citizens the chaos which characterizes most of our state 
governments. The result of doing so would be an antieducational 
influence ; it would do the pupils more harm than good. 

But while the government of states is still in chaos, as stich men 
as Mr Bryce and Mr Root have pointed out in no uncertain terms, 
the study of political organization has evolved a body of principles 
which are capable of being taught and which should constitute the 
basis of courses in government. On them may be built a body of 
thought, even in the minds of the young, which will go far toward 
preparing the way for sound and enduring democracy. 



32 THE UNIVERSITY OF THE STATE OF NEW YORK 

Among the principles which are now accepted with practical 
unanimity by our pubHcists and poHtical philosophers are the 
following : 

1 The short ballot principle 

2 The merit system in the civil service 

3 Departmentalized and coordinated administration 

4 The executive budget and standardized accounting 

These basic principles and those which are corollary to them, 
may be taught as easily and with as much hope of useful results as 
may the principles of geometry or of physics ; but they can not be 
so taught except by teachers who are trained in them, not super- 
ficially and aimlessly, but thoroughly and with a view to propagating 
a body of doctrine with a motive and purpose. 

The four recommendations made by Doctor Maxwell in reporting 
for his committee are the following : 

1 We must train children to be careful observers of political 
phenomena 

2 We must train them to form correct judgments from their 
observations 

3 We must oppose the enactment of laws which are unenforceable 
and which therefore weaken respect for government 

4 We must create through teaching a demand that public officials 
shall be judged by the same moral standards as are private citizens 

These recommendations have to do with the immediate pedagogical 
machinery, and may be supplemented by the following three steps 
in the pedagogical process : 

1 We must catch the attention and interest of pupils by showing 
them the government at work in their interest 

2 We must make government visible to them and show them that 
it is an organization of the community in the common interest 

3 We must dispose the young citizen to take part in public 
activity 

For the teaching of government, in addition to the difficulty 
referred to by Doctor Maxwell, two other obstacles lie in the way 
of sounder teaching: 

1 The school authorities are not willing to give to the teaching of 
government an allotment of time commensurate with its importance 

2 The school administrators are not willing to assign the teaching 
of government only to teachers who by reason of character and 
training are suited to the work 

In view of the conditions set forth above, this conference makes 
the following: recommendations : 



EDUCATIONAL CONGRESS 33 

1 That those who direct the organization and growth of the 
school system look to the following provision of time for government 
in the schools : 

a In the first six grades let the teacher be given ample time and 
encouraged to train pupils in an attitude of voluntary cooperation 
in the work of the community, the care of public and private prop- 
erty, and the support of public officials. 

h In the next three grades (7-9), frequently referred to as the 
junior high school cycle, let the subject of government be given 
the exclusive use of five periods a week for at least half a year, 
or a corresponding amount of time distributed through a longer 
period. 

c In the next three grades (10-12), frequently referred to as the 
senior high school cycle, let government receive at least as much 
time as is recommended for it in the junior high school cycle above, 
exclusive of such time allotment as seems desirable for history and 
economics. 

d Let the work to be oft'ered under a, h and c, above, be required 
of every pupil in the school ; and permit no one to be recorded as 
a graduate until the work has been completed to the satisfaction of 
the teachers of government. 

e Let all normal schools, training schools for teachers, and col- 
leges, require for graduation at least one thorough course in the 
principles of government. 

2 That those who direct the organization and growth of the school 
system use their best endeavors, through the enactment of statutes 
and the administration of their own authority, to prevent the teaching 
of government in the junior or senior high school cycle from being 
assigned to any teacher who has not been trained in government, 
economics and history ; and also to provide that all prospective 
teachers in the first six grades be required to show some careful 
study of these subjects and the methods of teaching them, 

3 That colleges and universities be urged, in the interest of 
encouraging this work in the private as well as in the public schools 
and of preventing it from being made secondary to so-called 
" college entrance subjects," to recognize adequate instruction in 
government by allowing credit for it to candidates for admission. 

Edgar Dawson 
J. L. Barnard 

A. E. McKlNLEY 

Committee 



34 THE UNIVERSITY OF THE STATE OF NEW YORK 

Clearing House 

The committee offers the following suggestions for the establish- 
ment of a special bureau or clearing house by the State Department 
of Education as an important part of its work : 

1 Purpose. To aid in the adaptation of education in New York 
State to the changing demands occasioned by the conditions of war 
and reconstruction. 

2 Method 

a General: To coordinate the educational work of the State by 
bringing the educational institutions into closer touch with one 
another and with the needs for trained workers in the fields of 
industry, business and the professions. 

b Special: (i) To collect information regarding the opportunities 
for training offered in the State. 

(2) To make this information available to the institutions and to 
the public. 

(3) To gather from all available sources specific information as 
to the current needs for various kinds of trained workers. 

(4) To present this information to the institutions in order that 
all necessary courses be provided by the appropriate institutions and 
unnecessary duplication avoided. 

3 Suggested organisation. The establishment by the Department 
of Education of New York State of a bureau or clearing house with 
a competent director and expert staff to function according to the 
above statement of purpose and method. 

The following resolutions were adopted by the clearing house 
section : 

Whereas, There is at present no official medium for securing close 
cooperation among the educational institutions of New York State 
and for conveying to them information from national, state and, other 
employment agencies, so that their courses of study may be adjusted 
to community needs, and 

Whereas, The experience of the war, as revealed for example in 
the experimental work of The Clearing House for War-time Train- 
ing for Women in New York City, has shown the vital necessity 
of some such agency for increasing the efficiency of elementary, 
secondary and higher education, and 

Whereas, This agency can be most appropriately and effectively 
conducted in New York State by the State Education Department, 
because of its position, authority and prestige. 



EDUCATIONAL CONGRESS 35 

Resolved, That this meeting strongly urge upon the Board of 
Regents the estabHshment of such a clearing house for the State of 
New York, to deal with the training of men and women, and request 
the Board to grant a hearing to representatives of the former Clearing 
House for War-time Training for Women in New York City, so 
that the plan may be set forth in concrete detail. 

Virginia C. Gildersleeve 

Secretary 

?. ', . 

Economics 

The members in attendance were in agreement that the general 
industrial unrest and the conditions resulting from the war had 
brought home to us as never before that the problems of our age are 
largely economic and that an understanding of economic laws is 
most needed, if the citizen is to grasp the significance of the move- 
ments of the day, especially since he is to lend his aid through the 
vote to some solution of these pressing problems. 

It was further agreed that to limit the systematic study of 
economic principles to college students, as has been generally the 
case in this State, is to train but a small minority of the body 
politic for intelligent participation in the activities of an industrial 
and democratic state. 

It was further agreed that since it is desirable to give some train- 
ing in economic principles to all citizens, it would be advantageous 
to introduce some form of economic teaching as early as possible 
in the school curriculum while the great mass of the voters to be 
are still in school ; that to this end our aim should be to teach some 
elementary economic concepts as early as the seventh year of the 
elementary school. Though some doubt was expressed as to the 
possibility of finding teachers equipped for teaching these concepts 
to pupils of this age, there was practically unanimity in believing 
that the pupils of this grade would profit from such instruction from 
well-trained teachers. Such economic ideas as the social value of 
saving, the evils of waste, the advantages of the use of capital, and 
its necessary compensation, the advantages of the division of labor, 
of increased product due to developed skill, the functions of banks, 
can be easily taught to children of that grade, provided the instruc- 
tion is based on the actual experiences of the child. These topics 
can be dealt with in connection with the work in geography, 
arithmetic, and especially in a course in community life, such as that 
now required in the first year of the New York City high schools. 
3 



36 THE UNIVERSITY OF THE STATE OF NEW YORK 

This instruction can be better given in the elementary schools 
when teachers have received a training in economics, not only in 
the colleges but also in the normal and training schools, and your 
committee is prepared to recommend the introduction of courses in 
economics and methods of teaching economics in the special schools 
which prepare teachers for the elementary schools. But even with 
teachers with training in economics, a syllabus of matter to be 
presented, with suggestions as to the best methods of presentation, 
needs to be prepared. It is desirable, therefore, that a committee 
prepare at an early date a syllabus of topics to be taught in the 
seventh and eighth grades, and that the President of the University 
shall cause such a syllabus to be used throughout the State. 

The members of the conference were in complete accord in 
believing that the recent action of the board of education of New 
York City in making one-half unit of economics a required subject 
for graduation from all four-year courses of its high schools, was 
a great step forward. It was felt that a similar requirement might 
wisely be enforced throughout the State. 

Discussion arose not so much over the desirability of teaching 
economics in the high school as over the method of teaching it and 
the advisability of introducing a new subject in the curriculum 
with no assurance that properly trained teachers of the subject could 
be secured. The weight of opinion was that experience has shown 
that rarely do we wait for a supply of trained teachers before 
introducing a new subject, but that the most common procedure 
has been first to create a demand for the teachers by introducing 
the subject and then to allow the demand to create the supply. Mr 
Tildsley cited his experience in the High School of Commerce, 
where he had selected teachers of mathematics and science, who 
were students of method and who were socially minded, and had 
set them to teaching economics even though they had had but 
rudimentary training in the subject. These teachers had become 
within a few months effective teachers of economics and had 
developed a strong interest in the subject. 

It was further brought out in the discussion that teachers of 
history are not necessarily the teachers best qualified to teach 
economics, that the methods used in natural science are the methods 
most akin to the methodology of economics, that the all-important 
element is the personality and interests of the teacher. 

Although some members favored a descriptive treatment of 
economics and a study of problems of society, the members in the 



EDUCATIONAL CONGRESS 37 

main supported the position that what was needed was a systematic 
study of a body of economic theory taught deductively. Professor 
Hamilton had stated his belief that we are in grave danger ( i ) 
because business men do not think their problems through and 
(2) because labor leaders are sometimes acting in ignorance when 
they are so sure that they are not getting what they are entitled to. 
Mr Tildsley maintained that a systematic study of economic theory 
followed by a study of the working out of these theories in industry 
would tend to develop in the pupil a power of analysis and of 
accurate thinking which would help to safeguard society against the 
dangers which Professor Hamilton had cited. 

The new syllabus in history which seeks to combine economics 
with American history does not meet the need which the conference 
believed to be so urgent. Such a study of economic topics will 
undoubtedly vitalize history but it will not give the student that 
mastery of a body of economic theory which is necessary if he is 
to be in a position to understand new problems as they arise. It is 
not fitting, as Doctor Sullivan stated, that economics be made merely 
the hand maiden of history. The minimum that should be offered in 
economics throughout the academic high schools of the State is five 
periods a week in the theory of economics for one term in the 
fourth year. Wherever possible this one-half unit should be sup- 
plemented by a second half unit in applied economics or economic 
problems. 

The chief obstacle to the adoption of this policy is the attitude 
of the colleges and the consequent omission of this subject from the 
subjects accepted for a college entrance diploma. Your committee 
is of the opinion that economics as a study in the high schools of 
the State has been somewhat discredited because of its superficial 
treatment, in that pupils have been set to solving problems and 
discussing great economic questions without a sufficient grounding 
in the principles of the subject, with the result that pupils have been 
allowed to employ defective premises and indulge in loose reasoning. 
The subject when elective has not therefore always attracted to its 
classes the most thoughtful and best prepared students who have 
chosen instead the subjects of mathematics, foreign languages and 
physical science in the belief that these subjects yield as taught a 
larger measure of training in accurate observation, close reasoning 
and sound generalization. 

Your committee believes that when economics is presented to high 
school pupils as primarily a systematic body of principles, with a 



38 THE UNIVERSITY OF THE STATE OF NEW YORK 

fairly exact nomenclature, and when the teacher insists upon exact 
definitions of terms, accurate statements of principles and close 
reasoning from tested premises to valid conclusions, economics 
becomes a subject not inferior in training value to mathematics and 
physical science and furnishes in addition a unique contribution of 
its own to the preparation of the pupil for the real business of 
living and especially for intelligent participation in the duties of 
citizenship. 

To the end that economics may be taught so as to yield this value, 
it is imperative that the State Examinations Board should see to it 
that examination papers should be so framed as to demand a knowl- 
edge of economic theory and ability in rigid reasoning in the appli- 
cation of this theory so as to discourage loose thinking. Special 
emphasis should be laid on accurate definition of economic terms 
and accurate statement of economic principles, and pupils should be 
required to criticize constructively passages from economic writings 
and detect economic fallacies. A change in the character of the 
examination papers can thus be made to bring about the desired 
change in the methods of teaching and in the results of such teaching. 

It was the sense of the conference that the President of the 
University should be urged to make representations to the colleges 
of the State and to the Board of Regents asking them to cooperate 
in furthering this study of economics in our high schools by crediting 
economics for admission to colleges. 

The conference realized that the introduction of a half unit in 
economics in the fourth year of the course would affect but a small 
proportion of high school pupils. The State Department of Educa- 
tion now requires of all pupils of the first two years of the high 
school a course in civics. If this course were to be given four 
periods a week for the first half year, four periods a week could 
then be devoted for the second half year to a study of the industrial 
life of the community. In this study many elementary principles 
of economics could be brought out so that this study could become 
an elementary introduction to the more systematic course in theory 
in the fourth year. 

For vocational schools, the conference agreed that there should be 
more intensive courses in economics beginning with an introductory 
study of local industries as outlined above, followed by a study of 
the division of the industry, trade and commerce of the past, to 
be adequately treated in a course in industrial and commercial 
history for the second year. In the third year there should come 



EDUCATIONAL CONGRESS 39 

the study of the industry, trade and commerce of the present, that 
is, commercial or economic geography. In the fourth year should 
appear a course in the theory of economics for the first half year 
followed in the second half year hy an intensive study of selected 
economic problems, such as labor problems, banking, insurance, 
foreign trade, factory management, economics of agriculture, etc. 
The problems treated in this course should be such as the pupil in 
that particular vocational school deals with when he enters upon the 
vocation for which the school has trained him. Such a course is 
not visionary, but has been in operation in the High School of 
Commerce for more than ten years. 

For the furtherance of this general program of economic study 
which has the support of this section meeting of the congress, your 
committee makes the following recommendations : 

I That although it is not advisable at the present time in view of 
the want of economic training on the part of our teachers to attempt 
any systematic treatment of economics in the elementary schools, 
yet it is desirable that certain simple principles should be taught there 
and certain habits developed in them which will tend to make the 
pupils more efficient members of an industrial society. 

Children of the seventh and eighth grades should be taught, for 
example, the benefits of thrift to society as well as to the individual, 
the evils of waste both in production and consumption ; they should 
be taught the advantages of the division of labor, of large-scale 
production, the function of capital in production, the function of 
banks, etc. These subjects may be taken up in connection with 
geography, arithmetic and history. In order that some progress 
may be made at once in impressing these ideas upon these children, 
it is recommended that the President of the University have pre- 
pared and sent to the elementary schools of the State a syllabus of 
topics to be taught, together with suggestions for teaching them. 

2 That in the high schools with a general course, economic teach- 
ing may well begin with a descriptive study of the industries, the 
occupations of the community, to be given in the second term fol- 
lowing a course in the activities of the local unit of government in 
the first term. 

3 That a systematic course in the theory of economics be given for 
at least one-half year, five times a week in the last year of the course ; 
that whenever possible such a course should be given in the first 
half of the fourth year to be followed in the second half by a five 
period course in applied economics or economic problems. Your 



40 THE UNIVERSITY OF THE STATE OF NEW YORK 

committee further recommends that at least one-half unit of 
economics be required in all approved four-year high school courses 
and in all approved commercial courses. 

4 In order that further encouragement may be given to the study 
of economics in the high schools, your committee recommends that 
the Board of Regents be requested to amend the requirements for a 
college entrance diploma in arts, as also for a college entrance 
diploma in science and in engineering, by adding to the list of 
elective subjects for each diploma, economics 2^^ counts. 

5 In order that the teachers in our elementary schools may be 
trained to recognize economic forces at work and so illumine 
their teaching of geography and history, it is recommended that 
every normal school and teachers training school offer a required 
course in economics of the equivalent of at least one-half unit. To 
this end, your committee requests the Commissioner of Education to 
include economics among the subjects required of students in the 
training schools and normal schools. 

6 That the State Examinations Board be requested to select as 
a committee to frame papers in economics teachers who have had 
a thorough training in economics, who will so frame examination 
papers as to demand systematic teaching of economic theory and 
discourage loose thinking, and unwarranted generalizations from 
insufficient data. 

7 That because of the general industrial unrest and the wide 
interest in economic problems, the loose thinking of many of our 
leaders of public opinion and the tendency to seize upon untested 
plans for the amelioration of pressing evils of our industrial society, 
the President of the University be urged to expedite the adoption 
throughout the schools of the State of the program as outlined 
above or such modification as may seem to him advisable. 

John L. Tildsley 

Chairman 



English 

The committee appointed to formulate the general conclusions 
which seemed apparent in the English conferences of the Educa- 
tional Congress makes the following recommendations : 

I That a committee or committees be appointed to prepare lists 
of patriotic readings to be recommended for the use of (a) the 
elementary schools, (b) the high schools of the State. 



EDUCATIONAL CONGRESS 4I 

2 That a committee be appointed to prepare for the use of ele- 
mentary schools a brief and simple syllabus in voice training and 
correction of faulty speech with special reference to foreign accent. 

R. T. CONGDON 

Secretary 

Foreign Languages 

Recent developments in the subject of foreign languages clearly 
indicate that there should be some definite attempts made to formu- 
late their value, establish their position in the course of study and 
organize the work so as to produce the most efficient results for the 
time expended. It is the purpose of this committee to make certain 
recommendations with regard to these three points of view. 

For the guidance of the general public, educators, school children 
and their parents, it would be wise for the Regents of the State to 
publish a succinct statement on foreign languages as a subject of 
instruction, with the idea of setting forth the potential value of the 
several languages, and how long a language will have to be studied 
in order that its potential value may be realized. 

While, doubtless, the foreign languages now studied in the 
secondary schools of the State have a right in the course of study, 
it is also true that other languages may present, in the near future, 
equally valid claims for inclusion. The present drifting policy of 
admitting new languages merely upon the basis of popular appeal, and 
allowing indiscriminate competition will, if pursued, surely bring 
the whole subject into disrepute. Moreover, there is already great 
clanger of the foreign language occupying too large a place in the 
individual pupil's program and in the program of the school. Both 
conditions are bad, the first educationally, and the second from the 
point of view of public expense. 

Complete city systems, with their different types of schools, should 
provide classes in several foreign languages, but it is the opinion of 
the committee that it would be sound policy for small schools in 
the State to plan, and carry out to completion, under well-equipped 
teachers, a course in but two foreign languages — one ancient and 
one modern — and it is suggested that the standard course should 
be of four years' duration, with a weekly schedule on the basis of 
at least 5, 5, 4, 4 for the successive years. Where the junior and 
senior high school system prevails and the equipment is adequate, 
experiments should also be made with the six-year foreign language 



42 THE UNIVERSITY OF THE STATE OF NEW YORK 

course and the results compared with those attained in the standard 
four-year course. 

While it is advisable that many languages should be known by the 
citizenry of the land, we can best accomplish our ends if, in the 
school, the individual pupil specializes in and masters one. Only 
in very exceptional cases should a pupil pursue more than one modern 
foreign language during the secondary period. 

Because of the possible future value as a tool and as a means of 
general culture it is desirable that a large proportion of pupils of 
high school age should begin a foreign language. On the other hand, 
it must be pointed out that the greatest success will come only 
through interest, steady application and linguistic ability on the 
part of the pupil. Not all children possess the power of sustained 
interest and the somewhat special ability to acquire the technic 
necessary for success in the subject. It is suggested, therefore, 
that the child should first be given as good guidance as it is possible 
to give as to what foreign language he should undertake. He 
should then be permitted to pursue the subject during the elementary 
period lasting two years, provided he can pass with a mark of 6o 
per cent in the Regents examinations. But pupils who fail to get 
75 per cent or over should be discouraged from continuing the 
subject. In order further to safeguard the success of the third and 
fourth years of the course, it is also recommended that the passing 
mark for these years be raised to at least 75 per cent. Moreover, 
it ought not to be possible for pupils who have shown marked 
unfitness in one foreign language to attempt another. 

The foreign language course ought to be so planned as to give 
pupils the best value for the time and energy they expend, regardless 
of whether they complete the whole course or are compelled, for 
some reason or other, to discontinue it at an earlier stage. In order 
to meet these conditions the whole course should be mapped out 
with the reading control as the chief practical end to be kept in 
view. And while the best modern practice will make use of all 
elements of language control, such as hearing, speaking and writing, 
yet these should be regarded as but means to an end in arriving at 
the desired goal-reading ability. 

How best to teach reading, in the modern sense of the term, is 
by no means as settled as many are inclined to think. It is suggested 
that some constructive investigation be done by specialists under 
state auspices with the idea of providing teachers eventually with 
some definite ideas as to the size, range and extent of vocabulary 



EDUCATIONAL CONGRESS 43 

required to equip pupils to read material suitable to the several 
stages of advancement. It is also desirable to have evaluated exer- 
cises in speaking, hearing and writing as means of promoting reading 
control. For example, teachers should have at their disposal and 
as a means of testing pupils' ability and progress in the foreign 
language, reading scales similar to those devised by Thorndike and 
others for the study of English. If similar means of measurement 
existed and were used with understanding and discrimination some 
of the obvious defects of school and state examinations, however 
carefully set, would be largely corrected. Moreover, they would 
do much to insure steady progress in foreign language method. 

The teacher is the strongest factor in the modern language course. 
The best paper-organization will be of little avail if the vital teaching 
force is lacking. There has always been a lack of well-equipped 
teachers in the State and country at large. It is the duty of the 
State to foster in every way the training and interest of young men 
and women in the subject of foreign language teaching. It is par- 
ticularly necessary to attract to the subject the better minds among 
the American-born. The State should not only have clearly defined 
standards as to what equipment the teacher of foreign languages 
should possess, but should also take steps to arouse greater interest 
and cooperation on the part of colleges and universities to help meet 
the exacting demands of the profession. Up to the present time the 
higher institutions of learning have either shirked or not realized 
their responsibilities in the business of providing teachers for schools. 
The modern language teacher, particularly, requires long appren- 
ticeship and special training to succeed. It is necessary that as early 
and as good a start be made as possible, during the undergraduate 
years, and even though no great degree of specialization can be 
expected during this period college authorities should be urged to 
provide adequate preliminary courses which shall culminate in one 
or more years of graduate work in the language of the student's 
choice. 

The degree of M.A. in the special subject, or equivalent work done 
abroad, should be regarded as the minimum standard of scholastic 
attainment in the profession of teacher of foreign languages. The 
holding of such a degree will not, of itself, solve the problem of the 
well-equipped teacher. It will, however, guarantee a certain breadth 
of general education and at least a year's intensive study in the 
special field. Since the State Department of Education should know 
what degree of learning and special proficiency are needed for sue- 



44 THE UNIVERSITY OF THE STATE OF NEW YORK 

cessful foreign language work in the schools, it should prepare a 
statement regarding the subject of the training of the teacher and 
in every way cooperate with the graduate schools of the State to 
secure the results desired. 

Bagster Collins 
John Green 
Charles A. Downer 
Charles Holzwarth 
William R, Price 

Committee 

General Science 

A The committee understands that it is not its function to outline 
fully the purposes of science in education, but desires to make the 
following brief statement of some of the ends which science teaching 
should give. In the report on " Cardinal Principles " of the N. E. A. 
Commission on Reorganization of Secondary Education, the follow- 
ing objectives of secondary education are given, to all of which we 
believe science teaching should make important contributions: 

1 Health 

2 Command of fundamental processes 

3 Worthy home membership 

4 Vocation 

5 Citizenship 

6 Worthy use of leisure 

7 Ethical character 

More specifically, the courses in science for young pupils should: 

1 Make a large contribution to health improvement as well as to 
the other objectives above stated. It is clearly true that if health is 
a leading objective of secondary education, the introductory courses 
should include the aspects of science which suitably interpret and 
guide the health needs and environmental controls of the pupils. 

2 Bring pupils into first-hand contact with the actual materials 
with which science deals in order to develop proper control of 
fundamental processes and the kind of science knowledge which 
functions in real living. There should be a considerable amount 
of class demonstration and individual laboratory work, and textbook 
and other information, while essential, should be supplementary to 
first-hand experiences. 

3 Give a comprehension of the scientific method of working which, 
on the part of each pupil, involves inductions and deductions from 



EDUCATIONAL CONGRESS 45 

facts and principles which appear in common uses of science. Since 
this method of instruction necessitates a considerable amount of 
classroom discussion, it is evident that the number of topics or 
problems constituting any course in science should be sufficiently 
limited to admit of the desired kind of training in the scientific way 
of working. 

4 Lead pupils to appreciation of our indebtedness to the achieve- 
ments of scientists, and to a consciousness of the duty on the part 
of each pupil to contribute his share to human welfare through the 
proper use of science. Tlie topics and problems selected for study, 
therefore, should be those that enlist the real interest of pupils, call 
out their best endeavor, and seem to them to be worth while because 
of their close connection with the necessary affairs of life. 

B The committee desires to recommend as follows : 

1 Junior high schools of the junior-senior high school plan 

That general science be offered for credit in the first and second 
years of the junior high school (seventh and eighth grades). When 
given throughout both of these years, as is usually desirable, it is 
recommended that the total time given to the subject be at least 
the equivalent of one full year's work. It is further recommended 
that biological science be given in the last year of the junior high 
school (the ninth grade) since, (a) the seventh and eighth grade 
work in general science will include a considerable amount of 
biological materials; and since (b) some schools will desire to 
organize the junior high school sciences so as to make a unified 
three-year course, the latter one being especially biological in nature, 
with two full years' credit; it is recommended that upon presenta- 
tion of satisfactory outlines for the three-year course, such plans 
be approved. 

The above recommendations for junior high school science 
specifically are as follows : 

General science in first and second years or in second year with 
the time and credit of one full year's work, and a year of biological 
science in the last year ; or, a three-year course, the third of which 
is especially biological, the whole being planned as a three-year 
unified course. 

2 Four-year high schools: 

In the four-year high schools we recommend that wherever pos- 
sible there be a course in general science in the first year, followed 



46 THE UNIVERSITY OF THE STATE OF NEW YORK 

by a course in biology in the second year. Where this two-year 
sequence is inadvisable, we recommend that general science be 
offered in the first year as an alternative with general biology with 
equal credit. 

3 Examinatio ns : 

We recommend that schools submit to the State Department full 
topical outlines of their courses and a list of proposed final examina- 
tions. In considering these questions for examination, it is recom- 
mended that the State Department recognize the desirability of 
having a wide variety of questions for different environments 
adapted to the types of studies included in the general science course. 

Otis W. Caldwell 
Harry A. Carpenter 
James E. Peabody 

Committee 

Geography 

The committee has condticted correspondence with the normal 
schools of the State and with various normal schools and training 
colleges in other states where strong departments of geography are 
known to exist. The committee has also communicated with school 
superintendents, school principals and teachers of geography within 
the State. Tiianks arc due to many who have thus given their 
cooperation. 

Geography in the Colleges and Universities of the State 

A survey of the condition of geographic instruction in the State 
of New York must include a review of the higher schools. 

The only schools of this grade which recognize the subject in the 
titles of officers of instruction are Columbia and Cornell Universities. 
The former has a professor of geography, a professor of physiog- 
raphy and an instructor in geography. The latter has a professor 
of physical geography and an instructor in physical geography. Of 
these five men, one gives the major part of his time to administrative 
duties. It should further be stated that Columbia University is 
opening a new school of business, has established a chair of com- 
mercial geography and that one of our foremost teachers of this 
phase of the science has begun his work in the new department 
during the current academic year. 



EDUCATIONAL CONGRESS 47 

Practically all the other instruction in geography in the colleges of 
the State is given by teachers of geology. It has probably in every 
case been introduced because such teachers have recognized the 
importance of it, and not because college authorities or faculties 
have been cognizant of its value. The indexes of the college catalogs 
do not as a rule recognize its presence. 

The showing for geography thus informally introduced is sub- 
stantially exhibited in the following statements. At Syracuse Uni- 
versity courses are given in physiography, climatology, industrial 
geography, physiography of the United States, the physiography of 
New York, and the physiography of South America. At Colgate the 
major part of the time of one of the professors of geology is given 
to geography and courses are given in physiography, commercial 
geography, the history of exploration and commerce, the geography 
of Europe and the geography of the United States. Vassar College 
offers courses in climatology, commercial geography and the 
geography of North America. St Lawrence University has phy- 
siography, commercial geography and climatology. 

Some work offered elsewhere is indicated in the following tabular 
summaries. 

Courses in physiography: Colgate University, Columbia Uni- 
versity, Cornell University, Hamilton College, Rochester University, 
St Lawrence University, Syracuse University. 

Courses in commercial geography: Colgate University, Columbia 
University, Cornell University, New York University, St Lawrence 
University, Syracuse University, Vassar College. 

Courses in climatology: Cornell University, Rochester University, 
St Lawrence University, Syracuse University, Vassar College. 

Courses in mathematical geography : Columbia University (given 
by the department of astronomy). 

Courses in regional geography: Colgate University (United States, 
Europe), Columbia University (United States, principles of regional 
geography), Cornell University (North America, Europe), Syracuse 
University (New York State, United States, South America), 
Vassar College (North America). 

Analyzing the last table it appears that but two of our higher 
schools give a general treatment of North America, namely, Cornell 
and Vassar. Our own country receives attention in but three schools, 
Syracuse, Columbia and Colgate ; Europe in two, Cornell and Col- 
gate ; and South America in one, Syracuse. At Columbia a course 
in the physiography of the eastern United States and a course in 



48 THE UNIVERSITY OF THE STATE OF NEW YORK 

the physiography of the western United States are offered in aher- 
nate years. The student has no opportunity for mature study of 
Asia, Africa or AustraHa. Thus is shown the poverty of our edu- 
cation in a subject whose value has been demonstrated as never 
before, during the years of the war, and at a time when the United 
States is entering upon closer relations with the world. This 
further appears if we observe that out of the colleges and universi- 
ties of the State, only eight give courses in physiography, eight in 
commercial geography, and five in climatology. While some work 
is offered in a few schools in map reading, there is not a single 
course in the principles and practice of cartography. Finally it 
must be said that about a dozen of our colleges offer no instruction 
whatever, in any department of geographic science. 

The above outline refers to the facilities offered in the regular 
academic year. The summer sessions of Columbia and Cornell Uni- 
versities present a considerable variety of geographic courses, cover- 
ing both subject matter and methods of teaching. These courses, 
as is well known, are taken mainly by teachers in the lower schools. 
While this is highly valuable, the summer work, except in a few 
cases, does not reach the great body of undergraduate and graduate 
students in our higher institutions. 

The Need of Geography in the State College for Teachers 

The committee is informed that the State College for Teachers 
offers no courses in geography except such physical geography and 
economic geography as are given in the commercial department. 
This does not affect the college as regards the great body of geo- 
graphic teaching throughout the State. The schools of New York, 
as it would seem to the committee, may naturally and properly look 
to the State College for teachers with a training for superintendents, 
for principalships in high schools, and to take charge of the vitally 
important departments in our state normal schools. Where shall 
we obtain good teachers for elementary grades if they are not 
trained in the secondary and normal schools, and have these schools 
not a right to expect that the State College will furnish teachers 
fully equipped for so basal and widespread a study as geography? 

We are in this respect far behind other states. As proof of this 
statement we submit the following outlines of work in geography 
which is offered and accomplished in several of the teachers colleges 
and normal schools of other states. This list could be greatly, indeed 
almost indefinitely, enlarged if it were necessary. 



EDUCATIONAL CONGRESS 49 

Geography in Institutions outside of New York State 

lozva State Teachers College, Cedar Falls, Iowa. Courses are 
offered in economic geography of North America, economic 
geography of Europe, conservation of national resources, commercial 
geography of South America, relation of geography to American 
history, physiography, meteorology, geography and geology of Iowa, 
methods of geography teaching. There are three instructors in 
geography and it is hoped soon to employ a fourth. There is a well- 
equipped museum in geography, used in the work of the extension 
faculty, which meets teachers in all parts of the state of Iowa. 
Geography teachers go out from the college for frequent consulta- 
tion work, criticism and conferences with teachers. 

Michigan College for Teachers, Ypsilanti. Seven courses are 
offered, including physical geography of America, geography of 
Europe, commercial geography, map drawing. Climatology and 
various other studies are occasionally given as demanded. The 
material equipment is full and there are three instructors giving 
their time to the subject, 

George Peabody College for Teachers, Nashville, Tenn. The 
scope and character of the work are indicated by the titles of the 
following eight courses given in the summer quarter : fundamentals 
of regional geography, economic and commercial geography of the 
United States, economic and commercial geography (foreign), 
geography of Europe, college geology, influence of geography on 
American history, geography study tour, seminar in geography. 
During the year there are more students in geography to the 
instructor than in any other department in the college, and geography 
leads in the correspondence study department. 

Boston Normal School. Two courses are given: (i) a year 
course, six 40-minute periods a week, purely academic with nothing 
on methods. The course includes physical geography and the study 
of the most important countries; (2) shorter course on teaching 
geography as related to the Boston course of study and the teaching 
of the model school. The equipment is very full, consisting of 
contour maps, lanterns, reflectoscopes, moving picture machines, 
slides, books, pamphlets, products and geographic magazines. 

Salem Normal School, Salem, Mass. Six courses are given: 
methods (full year), continental geography, junior high school 



50 THE UNIVERSITY OF THE STATE OF NEW YORK 

geography, general geography, commercial geography, commercial 
and industrial geography. There are two instructors. 

Los Angeles State Normal School, recently made a branch of the 
State University. There are four teachers in the department. Five 
rooms are wholly devoted to the subject. The equipment consists of 
maps, folios, models, nearly three thousand slides, stereoscopic outfit 
and meteorological instruments. There are twelve courses of twelve 
weeks each as follows : elementary physical geography, world 
geography. North America, Europe, Asia, South America, Africa, 
Oceania, economic geography, advanced physical geography, con- 
servation of national resources, special methods in geography. 

Rhode Island State Normal School. The school offers very full 
courses on the forms of the continent, climatology, natural resources, 
population. North America, Europe (and other regional studies) and 
methods. 

State Normal School, Mankato, Minn. Seven courses are offered : 
elements of geography, elements of geography with method. North 
America, South America and Europe, industrial geography, 
geographic influences in American history, special geography. There 
is a professor and one assistant. No separate course is given in 
methods, which are taught with the subject matter. The equipment 
of slides, views and apparatus cost about $3000, which is exclusive 
of the more valuable geographical library and museum. Two hun- 
dred fifty to three hundred students are taught in geography each 
year. 

The committee begs to call attention as follows : 

1 Several of these schools are normal colleges of the general type 
of our own institution at Albany. 

2 Several of the schools above noted with ample equipment in 
geography are not colleges, but simply normal schools having the 
same status as those of our own State. 

3 It will be. observed that the great bulk of the instruction given 
in all these schools deals not with method but with subject matter. 

4 The committee lays emphasis upon the high professional stand- 
ing and advanced training of the instructors in all these schools. 
At least six heads of departments of geography in the schools above 
named have the expert standing shown by their membership in the 
Association for American Geographers, and one of them is a former 
president of that organization. 



EDUCATIONAL CONGRESS 51 

Neiv York State Normal Schools 

A questionnaire was sent to the normal schools of the State of 
New York, calling for answers to the following questions: 

1 Is geography a required or elective subject for students preparing to become 

teachers? 

2 a How many lecture or recitation hours are required? 

How many elective? 
b How many laboratory hours are required? 

How many elective? 
c How many hours of field work are required? 

How many elective? 
d What proportion of time is given to subject matter? 

To methods? 

3 a In addition to the above, is there any other geography work ottered? 
b Of what nature and how many hours? 

4 If geography is not required of all, 

a Approximately what percentage of your 1919 graduates will have had 

normal school work in the subject? 
b What kind of work and how many hours? 

5 a Has your normal school a well-equipped geographic laboratory? 
b Indicate briefly the nature and extent of your equipment : 

(i) Wall maps (2) Contour maps 
(3) Stereoptican (4) Geographic slides 
(5) Stereoscope and views (6) 

6 Does your normal school give any instruction in method of conducting 

geographic field excursions in the elementary schools? 

7 a Have you a separate department and teacher of geography? 

b If not, what other subjects are taught by the geography teacher? 
c In what subject has your geography teacher had his major training and 
experience? 

8 Suggestions, recommendations and additional information. 

Seven schools responded. Referring to the numbers on the ques- 
tionnaire, it appears that all the schools require geography. Under 
2a, it also appears that lOO hours is the usual time devoted to the sub- 
ject, being 20 weeks of 5 hours each. As regards laboratory hours, 
three schools require none, one says they are included in the 100 
hours, one gives 10-25, one gives 20, and one gives 40-50. In 
relation to field work, three schools oflfer none, one devotes 5 hours 
to it, one 20 hours, and two reports are so general as to render it 
doubtful whether any field work is done. As a rule half the time 
is devoted to subject matter and half to method. This means that 
all the subject matter in geography that is acquired by students of 
our normal schools must be gotten in a period of ten weeks. Com- 
ment hardly seems necessary. 
4 



52 THE UNIVERSITY OF THE STATE OF NEW YORK 

Referring to the question as to other geographic work than the 
above, none is given in any school. The answers as regards 
laboratory equipment are of a very general and unsatisfactory 
character. Such replies are given as " complete," " ample," or 
" plenty " for the outfit of wall maps, contour maps and slides. One 
school replied that there is a well-equipped laboratory, the outfit 
being twenty-five wall maps, stereoptican, twenty-five contour maps, 
geographic slides from the State Department, and a " full equip- 
ment " of stereoscope and views. One school replies that the wall 
maps are " all needed " but with these are no contour maps ; the 
school owns some slides and obtains others from Albany. 

Most of the schools answer " yes " to the question relating to 
instruction in field excursions. Several say " yes " in reply to 'ja, 
but in these cases it is not clear to the committee how lOO hours of 
geography in the year can accord with this statement. Among 
subjects taught by the teachers of geography are nature study and 
voice training. 

Only two replies to the last question as to general suggestions, 
and both these teachers offer sound and wise counsel. One says 
" Pupils should be required to take a course in physical and mathe- 
matical geography before entering a normal school, or such a course 
should be given in the normal school with a study of topography 
and geographic controls." The other suggestion is " Geography 
should be taught in grades beyond the sixth." 

To summarize, geography in the normal schools of New York 
is far behind the subject in similar schools in many, probably in 
most, other states. No doubt some of the principals and teachers 
realize this but are handicapped by a two-year course and a dearth 
of trained teachers. Here again we must emphasize the need of 
sufficient training in the State College at Albany. It is idle to expect 
efficient geography teachers in the elementary schools with ten weeks 
of subject matter in the normal schools, where the subject is poorly 
recognized and with slight material equipment and no opportunity 
for training in the regional, commercial or other large phases of 
the subject. If we had good teaching more widely diffused in 
elementary geography, and if we had an approach to adequate 
instruction in our high schools, the case of the normal schools would 
be better. As it stands these schools should be equipped to atone 
in some measure for the deficiencies of the schools out of which 
the normal school students come. 



EDUCATIONAL CONGRESS 53 

Tlic Problem of High School Geography 

Under (,ur preseiiL .system of geographic instruction in the Empire 
State a large majority of our youth receive no instruction in this 
subject beyond the sixth grade. Physical geography is the only 
branch in this field which has a place in the examinations held under 
the Regents. The few thousand who prepare for this examination 
bear no comparison to the vast number who pass through our high 
schools without geographic training. 

It is not therefore surj)rising that we find appalling deficiency 
among college men and women, as regards any and all phases of 
the subject. The experience of some members of the committee has 
involved much service in setting the state examinations in physical 
geography. The examination committee has often sought for what 
may be human questions which it ■..ould be fair to ask under the 
prescribed syllabus, and deep regrei has been expressed that there 
was no place in our system for studies of countries, races and 
products under our present plan of high school instruction. 

This range of human subjects lying in the heart of geography has 
received powerful emphasis during, and as a result of, the war. 
It seems needless to argue the value of instrtiction in these aspects 
of the science ; and it is cause for regret that continents and 
countries, peoples and poptilation centers, national boundaries, soil 
products, industries and climatic conditions, should be untouched in 
methods and subject matter beyond those suited to the fifth and 
sixth grades. 

The committee ventures to offer, in a somewhat general manner, 
stiited to open discussion and lead to careful consideration, the 
following constructive suggestions : 

1 There should be a full department of geography in every large 
high school. 

2 In the small high school, geography may well be combined with 
history and instruction in elementary economics. It is not advised 
that these subjects should be united in single texts or in joint courses 
of instruction, but that the unity should be achieved in the person 
and the training of the teacher. 

3 Ample provision should be made for a room, or rooms, solely 
devoted to the subject and an outfit of material should be provided 
to meet a reasonable minimum standard of eqtiipment. This equip- 
ment should include wall maps far beyond the average now thought 
necessary, a lantern owned by the school and therefore at all times 
available; topographic maps, models, and a collection of common 



54 THE UNIVERSITY OF THE STATE OF NEW YORK 

earth materials and staple ]5roducts. Teachers are advised to avail 
themselves of the large and growing equipment of lantern slides 
now conveniently accessible, as provided by the Visual Instruction 
Division of the Education Department. 

4 The minimum outfit of courses in a large high school should 
embrace the following: (</) physical geography, (b) commercial 
geography, (c) advanced geography of the United States. This last 
(c) might well be alternated with a course on the geography of the 
leading foreign countries. 

Larger development as time goes on, would lead to optional courses 
in climatology, the reading and making of maps and other phases 
of geography. 

5 To reach any approximation to these ideals, the training of 
properly equipped teachers is the absolute essential. We have few 
such teachers because we do not ask for them, or make a place for 
them, or seek to train them. We have ignored the importance of 
geography and have given little incentive or opportunity for training 
in it. Herein lies the need of developing the subject still further in 
our colleges, and in our schools for the training of the teachers who 
come into the faculties of high schools and normal schools. 

Dr W. L. Ettinger, superintendent of the New York City schools, 
in a recent letter has admirably expressed our need in this direction, 
as here cjuoted : " Much more attention must be paid to the 
preparation of teachers, because my experience would seem to indi- 
cate that most of them teach geography on the basis of the instruc- 
tion that they themselves received while pupils. Fuller provision 
should be made to give such instruction not only in the high schools, 
but in the training schools." 

We further cite opinions already offered by some of those who 
participated in the Albany conference. Professor Atwood empha- 
sized the natural relation of geography and history, suggesting that 
geography be put in relation with American history, if taught in the 
junior high school, and with European history if taught in the 
senior high school. Doctor Dawson emphasizes the necessity of 
physical geography in the tenth year or later as a basis for the 
effective teaching of history. 

Referring to the views of Professor Bishop and Miss Kirchwey, 
there is no serious conflict, as regards commercial and regional 
geography. Economic or commercial geography involves a good 
measure of regional s.udy and regional geography leads inevitably 
to the economic phases. Let the choice, if there must be a choice, 
depend largely on the teacher's training and preferred point of view. 



EDUCAT10NAr> CONGRESS 55 

The whole subject of s^e(\^ra])]iy in llic high school niiqhl, in the 
judgment of the committee, be prolUably submitted to a committee, 
consisting perhaps of five members, of whom at least three should 
be teachers of geography in our high schools. Such a committee 
could report maturely considered recommendations, which would 
be much more full and specific than the general suggestions of the 
present committee. 

GcograpJiy in iJic Eleincnfary ScJiools 

Preparatory to substantial improvement in our grade geography 
work, there must be a recognition of the vast importance of the 
subject in the training of that great body of our citizens w^ho never 
|)ass beyond '.he elenienlary school stage of instruction. The need 
of knowing the world, its lands, peoples, races, products and 
exchanges has been set forth effectively in the Albany conference 
and in educational discussion in many places, during the war and 
after its close. 

With this conviction of the importance of geographic training for 
citizenship, we must also realize the difficulties inherent in subject 
from the point of view of teaching it effectively to immature minds. 
These difficulties appear in 

1 The vast range and compass of its subject matter. 

Physical 

Human (political, racial, industrial, commercial) 

2 The remoteness of many of the types and concrete illustrations. 
Thus in the ])hysical realm — mountains, oceans, A-olcanoes, tropical 
climates and vegetations, deserts, glaciers etc. In the human field 
there are strange peoples and unfamiliar modes of life. Not only 
is comprehensive knowledge required, but descriptive power and 
the exercise of the imagination. Hence also the need of abundant 
helps, of much representative and illustrative material. 

3 Growing out of (i) and (2) are the inescapable limitations 
which are placed upon all textbooks of elementary geography. 
Owing to the limitation of space, these texts can include little in 
comparison with the whole body of truth, of which an understanding 
is sought. 

4 Difficulties inherent in our system of elementary instruction. 
The single teacher is responsible for all the subjects of a particular 
grade, and hence is unable to acquire a broad and deep special 
knowledge. The teacher is also severely limited by the exigencies 



56 THE UNIVERSITY OF THE STATE OF NEW YORK 

of time and expense, in seeuring illustrative material. There is no 
time, energy or training availal)le for proper conduct of class excur- 
sions, and tlie average teacher does not, it is to be feared, go far 
outside of the textbook to develop special problems, and add to 
memory work an understanding of the great relations which lie at 
the heart of geography. 

We are brought back by the above discussion to the fundamental 
fact, the imperfect training of our teachers. Well-equipped teachers 
alone can afford a solution of our problem. Thus says Professor 
Dodge, in a recent letter : " It seems to me that the one big problem 
is the better and more up-to-date training of teachers for the ele- 
mentary scliools, so that we can have teachers better able to put 
across modern geography." Professor Dodge also places strong 
emphasis on the need in our normal schools for giving better train- 
ing in this subject. He doubts (and in this view the committee 
heartily agrees with him) if the method and subject matter can 
successfully be taught together. 

In the same tenor we quote also a recently tendered view of Prof. 
J. F. Chamberlain of California: "The fundamental cause of poor 
geography teaching is the inadequate preparation of teachers. Large 
numbers of our teachers have had no preparation in geography 
beyond that afforded by t1:e elementary schools." Professor 
Chamberlain thinks the minimum requirement in a two-year normal 
course should be one year of geography. 

In the same direction, we have already cited the view of Superin- 
tendent Ef^inger of New York Citv. Superintendent Hartwell of 
Buffalo suggests the preparation of a. manual of model lessons show- 
ing the teacher how to develop problems, and how to plan work both 
in and ou^ of the recitation. With this the committee is in hearty 
agreemen'^. All, however, would recognize that we must aim in 
the end a^ the deep and broad basal training which is needed to 
make such helps fully effective. 

We have incidentally referred to the demand for material equip- 
ment. Here we need to reach principals, superintendents and boards 
of school control, who in too many instances do not know that a 
textbook and a se": of continent maps, with a map of the United 
States, are not adequate helps for geography teaching. The 
un' rained and overworked grade teacher, struggling with a wide 
range of subjects cannot be expected to have the ability or the 
interest and energy to impress school authorities with the need of 
material for teaching. 



EDUCATIONAL CONGRESS 57 

The committee appends a few suggestions looking toward such 
betterment of conditions as may be practicable in the near future : 

1 That geography teachers and all others who have the subject at 
heart, encourage its inclusion to a greater degree in our teachers 
gatherings, local, state and national, as a subject of far-reaching 
worth. 

2 That state requirements be so changed as to permit of and 
encourage the carrying of the subject beyond the sixth grade. 
Among many others who have felt that geography in our State is 
handicapped is Superintendent Weet of Rochester. The highest 
maturity in the grades should be available, and there should not bQ 
a two or three year gap between grade and high school geography. 

3 Conditions should at an early date be changed as regards 
geography in our normal and training schools and colleges. 

4 It would be in line with precedent, at least in a few cases, to 
appoint a highly competent supervisor of geography, to do appro- 
priate work of conference, criticism and general assistance to grade 
teachers of geography, in any or many of our city school systems. It 
seems to the committee that if deemed practicable, the State Depart- 
ment .might accomplish much through one or more inspectors, 
detailed especially for oversight of geography work in the State. 

The Iowa State Teachers College has an interesting extension 
system in this and other fields of study. By this system the teachers 
of the college use Saturdays in holding conferences throughout the 
state. One of the geography teachers of the college does much 
consultation work, visiting the geography classes of a city, and 
following with constructive conference work with the group whose 
teaching has been inspected. 

In conclusion of our report as a whole, if it should be thought 
well to follow up our tentative and incomplete suggestions with more 
deliberate inquiry and consideration, it is believed that we might 
formulate and encourage the beginnings of a fairly graded system 
of geographic instruction, reaching substantially, if not formally, 
from our higher institutions through the training schools and high 
schools, to the elementary years of teaching. 

Albert Perry Brigham 
Charles T. McFarlane 
A. W. Abrams 
Edw^ard M. Lehnerts 

Committee 



58 THE UNIVERSITY OF THE STATE OF NEW YORK 

Health Education 

Your committee in summing up the most significant results of the 
meetings of the section on health education, prefers to present them 
in the form of resolutions, trusting that the Education Department 
may make them dynamic. 

Whereas, The section on health education is unanimous in 
approving a wider program for this State, which shall continue and 
correlate the activities under the Department of Education with all 
the social forces of our various communities in one united effort to 
develop and sustain in our school children the highest attainable 
degree of physical health and ability, 

Resolved, That we, the committee appointed to represent this sec- 
tion, do most earnestly recommend for your consideration the 
following elements in a statewide program of health education, all 
of which were advocated and approved in our meetings : 

1 The aims of our health education program should be 

a The development of men and women of maximum organic 
vigor and endurance, well poised, self-controlled and capable of 
acquiring skill in their various callings. 

b The training of school teachers, school physicians, school 
nurses and physical directors who shall in themselves be exponents 
of good health and who shall be " pedagogically adapted " to give 
health instruction. 

c The maintenance of schools, playgrounds and, finally, homes 
that shall be sanitary and hygienic, worthy of the important place 
they occupy in the social life of the community. 

2 The basis of our health education program must necessarily be 
a body of school teachers fitted physically and mentally to exemplify 
and impart the essential rules of health. To this end 

a " Normal schools ought to have a requirement covering the 
following items : health examination for entrance ; health certificate 
showing evidence of vigorous health at the time of graduation ; pro- 
vision for at least one hour of enlivening exercise each day of the 
normal school course; opportunity for practice teaching; an evidence 
of good hygienic habits on the part of the teacher;" special prepara- 
tion as a teacher of health and physical training. 

b Teachers training classes should exercise equal care in selecting 
and graduating students physically fit for health education work and 
specially prepared for teaching along these lines. 

c Teachers now in the field should be subjected to a medical 
examination once each year, and oftener if necessary, in order to 



EDUCATIONAL CONGRESS 59 

prove their physical fitness for teaching and their freedom from any 
disease or defect that might vitiate their influence as teachers. 

d By supervision, inspection and other means, the working 
teachers should be instructed and guided in their various duties as 
comprised in our health education program. 

c All school medical inspectors, school nurses, dietitians, physical 
directors and other special teachers engaged in health education must 
possess special qualifications for performing this work and must 
have the educational viewpoint before they can be recommended by 
the Department of Education for employment in school health 
service. 

3 The health education program shall include daily systematic 
instruction in hygiene and daily physical education exercises for all 
school children and pupils from the kindergarten to the senior class 
in our normal schools and teachers college. This instruction should 
be definitely graded. There should be some standard for measuring 
the progress of the pupil in health education and this progress should 
have a definite value in determining the standing of the individual 
pupils upon the school records. Scholarship records and health 
records should be combined and kept continuously from the 
beginning to the end of the curriculum. In health education a 
premium should be placed on health achievement or health habits 
as of more value and higher rank than mere information or precept. 

4 A syllabus of instruction in physiology, hygiene and sanitation, 
covering all grades from the kindergarten through the normal school 
is essential in order to maintain systematic educational activity in 
the interest of health. This syllabus should allot suitable parts of 
the health education course to the classroom teacher, the physical 
educator, the school nurse, the school medical inspector, the dietitian 
and any other teachers qualified to carry out the purposes of the 
course. Due provision should be made in this syllabus for training 
the pupil to overcome physical handicaps and acquire health habits. 
Every elTort should be made to translate information into prompt 
and willing action. 

5 The physical training syllabus should be so modified as to articu- 
late with the health education syllabus. " It should also include action 
story plays as well as singing games, folk dances and indoor and 
outdoor games arranged by grades. The present syllabus supplies 
a list of dances, games etc., but does not include the dance music 
and directions for games." 

6 The state program of health education should provide for the 



6o THE UNIVERSITY OF THE STATE OF NEW YORK 

closest cooperation between the school and the community to promote 
their common interest in the health of our young people. The health 
teachers, physical educators, school nurses, school physicians, 
dietitians and others engaged in health work should identify them- 
selves with social factors such as parent-teachers associations. Red 
Cross organizations, churches, granges, lodges, clubs etc., for the 
purpose of making known their health propaganda, eliciting popular 
sympathy and support and enlisting the workers of the comnmnity 
in a vigorous campaign for the enforcement of such health educa- 
tion measures as may hereafter meet the approval of the State 
Department of Education and the agencies joined with it. 

Thomas D. Wood 
Herman J. Norton 
William A. Howe 

Committee 

Higher Education 

Dr Stephen P. Duggan, after comparing the American college, its 
needs and the modification necessary to meet them, with the insti- 
tutions of Europe, and considering the relative advantages and dis- 
advantages of our system of higher education and those of Europe, 
concluded that each system is suited to the national temper of the 
people whose educational needs it is intended to meet. The further 
conclusion was reached that the proposed exchange of students 
between American universities and those of Europe should be con- 
sidered carefully before actually entering upon an agreement of 
exchange and that whatever the plan of exchange may be, it should 
be arranged for graduate students who first have been made 
thoroughly familiar with American institutions. 

Superintendent McAndrews presented a clear-cut analysis of the 
various proposals that have been made from time to time to shorten 
the period of the child's education from his entry to the kindergarten 
to the time that he leaves the university. After such analysis he 
concludes that such proposals may be summed up in a proposition to 
reduce the age of graduation of pupils from the high school from 
1 8 years to i6 years, thus enabling a student to complete his college 
course at the age of 20, but he further concludes that while this 
proposition is made on all sides, no one makes a definite proposal of 
where the two years shall be deducted. 

As a premise for his answering the question Mr McAndrews 
stated that " the parent and the public have grown to regard the pub- 



liDlKATION AL CONGRESS 



6i 



lie school as the carelakcr of children." Therefore, no matter how 
much belter the present school course could be completed in one- 
fourth, of the time, there remains the obligation for holding the 
children as long as we hold them now in order that the schools may 
meet their obligation as caretakers. 

He then raised the question, "How shall we best fill the time?" 
After quoting Franklin, Washington, John Adams, Monroe, Madison, 
and Jefferson as to what constitutes the function of the public school, 
he arrived at the conclusion that the founders of the American state 
prop;>sed that the public schools should be the Nation's nursery for 
in'elligent patriotism. "One can not read the speeches, letters and 
essays of Franklin, Madison, John Adams and especially of Jeffer- 
son, without realizing how ho])efuIly they looked to education to 
preserve and foster the great proposition of equality and public 
mindedness on which the life of the Nation most depends " and 
then declares that we can " understand the regret of a Draper that 
by our system of education ' the lives of our youth have been 
wasted', of an Elliot 'that our system has failed to hit the mark', 
of an Abbott 'that our training has missed the moral duties' of the 
man and citizen which Adams proclaimed to be the purpose of the 
national schools." 

From all tiiis he makes the deduction that no shortening of the 
school course can l)ring about the remedy for the shortcomings of 
the schools. The remedy must lie in the schools making " citizenship 
par.-'.mcnm'." Heretofore they have considered this only secondary, 
or incidental. The inevitable duty of the schools is to train majorities 
to think on imblic ([uestions, for ,he pioneers of American institu- 
tions, while they did place great confidence in what education could 
do, did not aim first at scholarslri ), but at citizenship. Our teachers 
" must propagate and nurture in (;ur coming citizens the desire and 
intent that their part goes on right," to " make live and real the prin- 
ciples of ])olit!CS, of economics and of social science, which ought 
to be the core of all instruction maintained at public expense and 
for j^ublic v.elfare." " Let us give over scholarship as an aim and 
seek what ahvays the great heart of America desires us to do: the 
care and nurUire of men living together for the common good. 

He concluded by a plea for more attention in the schools to the 
training of the conduct of the pupils. " Of all things that are, man- 
ho-xl. or chnrp^cters or virtue, is the most teachable." " Shorten the 
r-t ' r-.nr c, by all means; cut out the antique lumber of a bygone 
age ; dispatch the refinements which are used as marks of the dis- 



62 THE UNIVERSITY OF THE STATE OF NEW YORK 

tinguished, but lengthen the Hst of direct and specific exercises 
calculated to store the mind and exercise the will in patriotism, 
service, fraternalism, unselfishness, community betterment, public 
honesty, civic judgment, ' moral duties of men and citizens.' If there 
are no sucli studies and exercises, devise them." 

Doctor Jones discussed the subject assigned him under two 
captions: (i) Upon what training shall college admission be based? 
(2) How shall it be determined? 

The two factors that determine the training on which it shall be 
based are (i) The aim of the college; (2) The place of the college 
in the educational system. He based his discussion upon the aim of 
the college of liberal arts and its place in the educational system, 
and first discussed a college curriculum to the end that a conclusion 
might be reached as to what requirements might safely be omitted 
for admission to the college, and concluded that the training upon 
which college admission should be based should be that which would 
prepare a high school pupil for admission to college, or for entrance 
upon his life's work ; that the training which prepares for admission 
to college is the best training that can be given for one preparing 
for any function in life, whether he may go to college, or not; that 
he ought to study English, algebra and geometry, three years of a 
foreign language with a reasonable amount of history and science. 

How admission to college shall be determined is dependent upon 
four elements: (i) ]n-eparation, (2) health, (3) character and 
promise, (4) intelligence. 

President Rhees c< ncluded his discussion by stating, "I can see 
no sharp difference in aim between secondary school and college. 
Both seek to advance a student in maturity of mind by the means 
adapted to the student's stage of development. The means adapted 
to the student's stage of development mark the difference in 
method that he believes to be distinguishing. For the secondary 
school the method of instruction must inevitably be predominantly 
didactic. The college, if it discharges its function, takes a student 
farther by challenging his own initiative in study, developing the 
power of scientific inquiry and investigation. Most development is 
often too long deferred and much of the first two years of college 
is consumed in the development of power that a student might gain 
in the secondary school. 

" In the measure in which stress is laid by the secondary school 
on the development of power by continuous pursuit of a few 
exacting subjects through the three or four years, in that measure 



EDUCATIONAL CONGKliSS 63 

colleges can begin earlier to elici[ the student's own initiative in the 
pursuit of higher studies. At this time it is wise for us to consider 
anew the contrast between our secondary training and that in 
advanced European countries. More than ever before, America will 
be in competition with the world in all lines of work. If European 
youths come to 18 years of age one or two or more years advanced 
in mathematics, in foreign languages, or in elementary science, than 
our American youth, that handicap will ft)llow our youth into and 
through college. It is no time for slavish following of foreign 
models. But it is a time to consider whether in seeking to offer our 
youth fuller realization of life, we are sacrificing their power to 
live life most effectively. 

" The key to our problem may be an earlier beginning of subjects 
now started in the high school — the junior high school points the 
way. So sludents might go into college earlier to exercise their own 
initiative in intellectual work. The organization of secondary school 
study by groups, the center of each being continuous study of exact- 
ing subjects for a series of years, with carefully considered oppor- 
tunity for less thorough training treatment of less essential subjects. 
When this is realized, colleges should make only one condition of 
admission, namely, evidence of acquired power for doing college 
work, and should order their own courses of study so as to permit 
all such secondary school graduates to continue their higher work 
without loss of intellectual momentum." 

Chancellor Richmond, in discussing some lessons of the war, said: 

" It was not only the training of the college men which was 
needed (in the war), but the spirit of the college men, and if we 
ever had reason to be proud that we are college men, we have reason 
now. We may lay this unction to our hearts : that the college men 
were the first to jump at the call and they were the last to quit. 

" So the first thing this war has shown is simply the fact that 
it has proved as never before what an enormous asset the colleges 
are to this Nation. 

"As to changing conditions, undoubtedly we have more call for 
technical training, but I doubt very much whether the technical 
training called for is going to be so early specialized, and highly 
technical as many people suppose. As a matter of fact, this war 
has shown the need not merely of highly trained specialized men, 
but the need of generally educated men who can adapt themselves 
to changing conditions. So if we are wise in our technical training, 
we are going to insist upon broader general knowledge. What we 



64 THE UNIVERSITY OF THE STATE OF NEW YORK 

are trying to do in our engineering departments today is to get them 
through in four year ;, when they should have six, but what many 
of us are trying to dj, at least, is to insist that the foundation shall 
be broad and if anything is lacking it shall be something of the 
strictly technical kind. 

" I look to see also in the colleges a clearer conception of their 
relations to national life and responsibilities. The one course that 
seems to have been successful in the S. A. T. C. was the war issues 
course. It developed a stronger national spirit, I am confident, and 
many of the colleges are continuing in some form or other, not 
exactly the course on the issues of the war, but a course "which gets 
it into the mind of the student, and to the professor by reaction, 
that he belongs to this country and that he is being trained not 
merely to make a career for himself, but to make some contribution 
to his country. 

"Another thing seems certain. The industries have got hold of 
the conception that it is necessary for them to foster and promote 
the sciences which underlie their industry. The industries are 
coming to realize that while the dollar may not be in the foreground, 
a great many dollars lie in the remote background, and if they 
cultivate the sciences upon which these industries are based, as the 
Germans have done (and I hate to confess there is any good in 
Germany, but I have to go that far), it will eventually result in 
great profit to themselves. And so they have come to see that it 
is not only good morals to help a college, but it is also good business. 

" The industries have seen all this, and they see also that the 
colleges with their laboratories and their men of science can operate 
not only to the benefit of the college and to the benefit of the science 
in general but to the immediate benefit of themselves and to the 
development of the resources of the country. I regard this as one 
of the most important things that is coming to pass in colleges as 
a result of the war. 

" One other thing I hope will come to pass. I hope the colleges 
will realize how necessary it is to see that the members of their 
faculties are loyal men, and by that I mean, who are loyal to the 
core. This, war has shown that some of our universities have been 
harboring men who were not loyal, men whose influence upon their 
students was not good, but evil. I hope that we shall keep clearly 
in mind that after all the college and the university is a spiritual 
organism and that at the bottom of it all the purport of all our 
training is the forming of good citizens, and to do this we must 



EDUCATIONAL" CONGRESS 65 

have in our faculties only men of active loyalty. It is not inter- 
nationalism we are after in developing the students in our uni- 
versi.ies. We must think first of all of making Americans and 
that is a big enough task for any ])lan of reorganization, or recon- 
struction, in our country." 

Doctor Jenks argued for commercial education in colleges, basing 
his theory upon certain premises: " I should say that the study of 
business was a humanistic study, for the type of training that a 
student would receive from following a course in business adminis- 
tration, if it were properly taught, would be quite the same as that 
received from the study of economics, political science and ethics. 
I have thought that there is no reason why the study of business in 
our colleges might not be given substantially the same rank as that 
given to special epochs in history or to economics or to the science 
of government. Of late years it has come to be recognized that 
there is a science of business. A few of the best trained business 
men are really putting into practice the principles of that science. 
Business with them is becoming a profession. 

"If we take up the questions in business that would be followed 
in college, we shall be able to see how well many of them fit into 
humanistic studies. A question or two will be suggestive: 

" I Is there any essential difference in cultural value between a 
course in commercial Spanish and one in literary Spanish? 

" 2 Is there not perhaps a big cultural value in a course in business 
English in which the student is taught to write a selling letter ? That 
is a letter which would exert a direct influence upon the mind of 
its recipient to lead him to decide to buy the product in question. 
Would not the preparation of such a letter give a humanistic train- 
ing equal to that of an essay on some descriptive or even moral 
subject? 

" 3 The training in the art of selling involves a very direct and 
practical knowledge of psychology. The student must learn (to 
follow the ordinary steps in the selling process) how to attract 
attention to a subject; to arouse interest; to stimulate desire; to 
inspire confidence and to compel a decision on the part of the 
customer. Is not a detailed study of such a question one of high 
humanistic value? 

"4 So I might go on with an analysis of the type of work done 
in courses in commercial geography, banking, the organization and 
management of business, including, of course, the questions of 
methods of payment, wage premiums, collective bargaining and so 



66 THE UNIVERSITY OF THE STATE OF NEW YORK 

forth, in dealing with workmen, accounting, the relation of govern- 
ment to business and similar matters. 

"Moreover, the moral effect upon students of seeing how 
extremely practical in business matters is truth, the carrying of 
responsibility, the rendering of service to one's customers is likely 
to stimulate the spirit of altruism even more than the study of 
history or literature. 

"Again, in determining what the college curriculum should be, 
we all wish to keep in mind that our chief purpose in college is to 
train our students for their life work. First, they must live with 
themselves, and we should place at the foundation studies that will 
develop not only their minds but their tastes, so that they shall get 
greater enjoyment out of life through a love of art, a love of music, 
best of all, a love of their fellow men. It is essential that they be 
taught how to be self-supj^orting, independent financially," to conduct 
their business so that they will make a profit; otherwise, they are 
likely to be miserable themselves and a distinct cause of misery to 
many others. The making of profits and the fixing of the attention 
upon making one's self independent are absolutely essential in 
training for social service. 

" With all these considerations in mind, I think we should be led 
to the conclusion that training in business should be looked upon 
as humanistic training and that it should occupy as prominent a 
place among the elective studies in a college curriculum as do 
foreign languages, or history, or political science, or any other of 
the common humanistic studies. In many instances it is quite 
possible that some of them, at least, such as economics, principles 
of government, should be made required studies." 

Discussions of these various papers were taken part in by those 
attending the conference. 

History 

The committee makes the following recommendations for a course 
in history for grades i-8: 

Grades /-j. Lr.y a foundation so that the child will be led to see 
that he is a member of the family, of the community, of the village, 
town or city; and learn something of the elements of social organiza- 
tion. This can be done in various ways — as outlined by the Com- 
mittee of Eight, through such books as Miss Bopp's Early Cave 
Men, Later Cave Men, etc. 



EDUCATIONAL CONGRESS 67 

Grade 4. Greek and Roman myths and hero stories, and Bible 
stories. Treated mainly as stories, but with some intent to lay a 
foundation of knowledge of the ancient world. 

Grade 5. Hero stories of American history, so arranged as to 
make a connected survey. 

Grade 6. Old World background to American history, sketching 
what we have inherited from the old Greeks and Romans, the 
development of Europe in the Middle Ages and the discovery of 
new worlds beyond the seas. The discovery and exploration of 
America, Spanish and French colonization, and the first attempts 
at English colonization should be studied in some detail, together 
with the European rivalries which influenced American settlement. 
For the sake of the child who leaves school after the end of the 
sixth grade, a very rapid survey of the subsequent history will be 
useful. 

Grade 7. United States history. With the period of discovery 
and exploration disposed of in the sixth grade, it will be possible to 
begin the formal study of United States history in this grade with 
the English colonization, passing rapidly on to the Revolution. At 
least half the year should be devoted to the period since 1850. 

Grade 8. Problems of American democracy — economic, civic and 
social. This should be broader than formal civics, and while deal- 
ing in large part with the community should not forget the larger 
community of the State and Nation. Some of the elementary prin- 
ciples of economics should be included. Constant use should be 
made of history by way of illustration. 

Samuel B. Harding 

Chairman of Committee 

Home Economics 

The committee recommends : 

I That the program for training teachers of home economics be 
reorganized in such a way as to emphasize the conception of home- 
making as a whole rather than a series of detached subjects such 
as cooking, sewing, dressmaking and millinery. That these teachers 
be called teachers or instructors of homemaking. It is further recom- 
mended that each teacher of homemaking secure adequate experience 
in the independent management of a home and some experience in 
commercial fields in order to enable her to help raise the standards 
of the material product in the home. 
5 



68 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 That the State Education Department encourage the establish- 
ment of homemaking courses in the high schools of the State. 
These courses should become a department in the high school and 
offer a well-rounded course in homemaking work, together with 
sufficient supervised project work to enable the pupil to secure a 
definite training in this field of work. In the foods work, special 
emphasis should be placed upon the scientific and economic phases 
of the work. In the field of clothing, the time element in relation 
to both school construction work and home construction work should 
be given more consideration in the balancing of values in regard to 
clothing. 

3 That in the elementary schools special emphasis be placed upon 
the proper kinds of food, simple manipulation, greater responsibility 
in developing the work and independent home work. All children 
should receive some instruction in fundamental principles under- 
lying homemaking work. 

4 That a special effort be made to establish evening homemaking 
departments in all schools in the State in places having a population 
of 3000 or more. Evening courses in homemaking should be open 
to all people sixteen years of age or over regardless of their daily 
occupation and should provide instruction in a variety of home- 
making activities. For the adult woman who has had experience in 
homemaking work, the need for training is largely in terms of short 
courses in special phases of homemaking, such as cooking, sewing, 
household decoration, household management, household science, care 
of children, home nursing, etc. 

A. R. Mann 
Anna M. Cooley 
L. A. Wilson 

Committee 

Industrial Education 

The committee recommends : 

I That the State Department of Education continue its general 
program in regard to the unit trade and vocational courses, general 
industrial schools and evening industrial schools. That a special 
effort be made to encourage all communities in the State, with a 
population of 5000 inhabitants or over, to establish evening indus- 
trial classes for men sixteen years of age or over who are engaged 
in industrial occupations during the day. 



EDUCATIONAL CONGRESS 69 

2 That the State extend its industrial teacher training program 
and provide scholarships for men who have had special trade 
experience and a good general education in order that these men 
may pursue a one-year all-day course in one of the normal schools 
of the State. That special attention be given to the training of 
teachers of related technical subjects. 

3 The importance of developing the continuation school program 
in the largest possible manner can not be overemphasized. This 
program should include an opportunity for dififerentiated courses, 
placement and follow-up work of children, vocational guidance and 
courses in economics and hygiene. 

4 The committee feels that it is highly desirable for the State 
Department of Education to assist local communities in making 
industrial studies in order to determine the types of work to be 
organized in the day, evening and part-time schools. These studies 
might well be made in cooperation with special committees appointed 
by local boards of education. 

5 The committee urges that the State Department of Education 
carry on a publicity campaign in order that the residents of the 
State may be thoroughly informed as to the opportunities for 
industrial training in the State. Very few people are familiar with 
the provisions of the vocational education law or the federal law; 
or realize the financial assistance available from state and federal 
funds. A publicity campaign along this line would be of great value 
in developing the industrial education program. In developing such 
a campaign it might be well to work with the Associated Merchants 
and Employers, the New York State Chamber of Commerce, the 
Merchants Association of New York City, the New York State 
Federation of Labor and other organized bodies representing the 
employers and employees. 

A. R. Mann 
Anna M, Cooley 
L. A. Wilson 

Committee 

Libraries 

The committee asked to provide due representation for the library 
in the Educational Congress of May 19-28, 1919, reports as follows: 

The purpose of the congress was to consider educational con- 
ditions and needs (particularly in New York State) in the light 
of recent national experience and on the eve of extensive enterprise 



/O THE UNIVERSITY OF THE STATE OF NEW YORK 

in social and industrial reconstruction. In any program developing 
such a theme the library inevitably claims consideration, not alone 
in its own right, as an important and separate educational agency, 
but as an indispensable handmaid to all formal or informal educa- 
tional efforts and institutions. More and more, all educational 
processes lean heavily on books. Even the so-called vocational and 
manual studies have called up as great a volume of auxiliary print 
as the humanities and the only agency which makes any claim or 
effort to organize the " world of print " for quick, effective use and 
to relate it intimately to educational work is the library. 

The library's ultimate standing in the community and as a social 
institution depends primarily on its educational service. The war 
has not merely put a unique emphasis on the general subject of 
education but it has to a peculiar degree emphasized these aspects 
of education which the library is particularly fitted to serve. For 
example, it has emphasized the importance of education as a con- 
tinuing, life-long process and this despite the statement laid down 
as a truism (but certainly open to argument) by a recent writer in 
the Atlantic that nothing fundamental is learned after the age of 
eighteen. Again, it has shown how largely the efficiency of men, 
and presumably of women also, depends on what they get from 
books. It emphasizes, and the year which has lapsed since the 
armistice adds sinister emphasis, the grave danger to the Nation 
in the ignorance and prejudices which exist in great classes of men 
in this country who are now quite beyond the reach of schools and 
for whom the library is the main educating agency. 

J. I. Wyer Jr 

Director, State Library 

Mathematics 

The undersigned were appointed to report upon the general con- 
clusions reached in the mathematics section, and this commission 
they have accepted with the understanding that these conclusions 
were not submitted to the section for formal adoption but that they 
seem to represent the general opinion of those who took part in the 
discussion. 

I There has been appointed by the Mathematical Association of 
America a committee upon mathematical requirements. This com- 
mittee has secured ample funds for carrying on a thorough investi- 
gation of the subject in all parts of the country. The intensive 
work of the committee will begin in September, and the results 



EDUCATIONAL CONGRESS 71 

are certain to have an important bearing upon the courses of study, 
the extent to which the various branches should be taught, and the 
methods of presentation in the schools and colleges of this State 
as well as in other parts of the country. It would therefore seem, 
to be desirable to postpone the consideration of details in our state 
courses of study in mathematics until this committee, with its 
unusual facilities for doing the work, has had time to consider the 
problems and to make its report. Although a complete national 
standardization of courses is undesirable, on the other hand it seems 
to be the part of wisdom to profit by the knowledge of the strong 
features of all courses as these will doubtless be set forth in this 
report. 

2 The status of mathematics in this country seems today more 
satisfactory than ever before. Such destructive criticisms as have 
appeared from time to time have had no noticeable influence, but many 
of the constructive suggestions of teachers of mathematics, looking 
to the improvement of their work, have met with general acceptance 
on the part of both colleges and secondary schools. This harmony 
of view appears to assure a better status of mathematical teaching 
in the immediate future. 

3 The movement to begin a new type of mathematics as early 
as the seventh school year is becoming very strong throughout the 
country. In some places this has resulted in the establishing of a 
junior high school ; in others it has led to the introduction of intuitive 
geometry and of algebra in the elementary school ; in others it has 
found expression in the six-year high school. Whatever form it 
takes, it signifies a desire to effect a more rational introduction to 
mathematics, to lead pupils to know something of the meaning of 
the science before they undertake a study of the abstract theory, 
and to enable the school to determine which pupils may proceed with 
profit to a more advanced phase of the work. The section felt that 
the time had not come for suggesting a detailed curriculum, the 
whole matter being still in the experimental stage. There is, how- 
ever, a general concensus of opinion that the work of the seventh, 
eighth and ninth school years should see the completion of the 
practical applications of arithmetic; a course in intuitive geometry; 
an introduction to the practical part of algebra; enough work in 
numerical trigonometry to show the meaning of the subject; and, 
for the better class of schools at least, a brief introduction to 
demonstrative geometry. This may possibly conclude the required 
work in secondary mathematics, but it is felt that, with such an 
introduction, all the better type of pupils will elect the mathematical 
work to which this leads. 



"^2 THE UNIVERSITY OF THE STATE OF NEW YORK 

4 The nature of the mathematics of the senior high school can 
not be decided upon at this time. It necessarily depends upon the 
results of the experiments being made in the junior high school. 
While it will doubtless omit various features of our present course 
in algebra, and while it will limit the number of propositions which 
make up the present standard list in geometry, it will retain all the 
strong features of these subjects and will offer electives in more 
advanced work. The feeling of the section was very strong that 
higher electives should be provided for those pupils who show a 
taste for mathematics, and that provision should be made for the 
intellectually superior groups as well as for the normal and sub- 
normal types. 

5 Experimental work now being done in certain schools was 
explained and the means were described for establishing stronger 
motives for the study of algebra, geometry and trigonometry. 

6 The question was considered of various types of courses in 
the high school, and especially in the last three years, such as 
academic and vocational, the latter relating to commerce and the 
various industries. It was felt that this subject could be discussed 
more intelligently after it had been considered by the Committee 
on Mathematical Requirements. 

7 The subject of examinations was considered briefly, and atten- 
tion was called to the unfortunate lack of uniformity in certain 
types of college entrance tests. Graphs were submitted showing 
that in some years an examination in a subject like geometry has 
three times as many failures as in another year, the number of 
candidates being such as to preclude any other explanation than 
that the questions themselves were much more difficult at one time 
than another. The system by which some continuity is secured in 
the board of examiners preparing the Regents examinations was 
commended. 

8 A statement was made as to certain projects which America 
might undertake for the advancement of scholarship. These include 
an encyclopedia of mathematics, a mathematical dictionary, a work 
on the biography of mathematicians, an annual publication summar- 
izing the books and leading articles on mathematics produced in each 
year, and some such series of mathematical handbooks as were issued 
in Europe before the war. The peculiar financial condition of the 
world at present seems to render it necessary for America to take 
the lead in such publications. The prospects of this work were 
considered. 

9 The training of teachers of mathematics in various countries was 



EDUCATIONAL CONGRESS ' 73 

considered. It appears that the leading countries in which this train- 
ing is, in general, the poorest at present are Australia and the United 
States, while those in which it is the best are Sweden and France. 
The reasons were considered, and the section expressed the hope 
that the Department of Education of the State of New York would 
seek to remedy the difficulty, in some degree, by licensing teachers in 
secondary schools to teach specific subjects. It was felt that the 
initial steps might be taken by granting no general college certificates 
after, say 1921 ; but only certificates to teach certain subjects. In 
mathematics, for example, license should be given only in case the 
candidate has successfully pursued the subject in college for a certain 
length of time or has satisfactorily completed the work in certain 
specified topics. In the case of teachers already having some form 
of life certificate, it was suggested that the Department might grant 
supplementary certificates of proficiency in mathematics and other 
lines, which diplomas would soon come to have a well-recognized 
value to those to whom they are granted. 

David Eugene Smith 
William Betz 
Harry Birchenough 
H. E. Hawkes 
Fred Engelhardt 

Committee 

Mental Diagnosis 

Mental Diagnosis and Psychometric Methods 
Provision for psychological service. The value of mental tests as 
a basis for the classification of school children has been so well estab- 
lished, both by the army mental tests and by the use of tests and 
educational measurements in schools, institutions and clinics, that the 
committee suggests provisions for psychological service in all school 
systems in New York. Cities of 50,000 or more inhabitants ought 
to have departments of child study and educational measurement of 
their own. For smaller communities some plan should be developed 
through the State Department of Education whereby qualified 
psychologists from a central bureau could be assigned for definite 
periods. 

There are three main fields for psychological measurement and 
service: (i) group mental testing; (2) clinical diagnosis; (3) 
educational adjustment. 

Group mental measurement. The group method of applied psy- 
chology has the advantage of great economy. It can reach large 



74 THE UNIVERSITY OF THE STATE OF XEW YokK 

numbers of children in short periods of time. While it must be used 
with discretion and skill, it does not require the higher grade of 
psychological expertness. It is therefore adaptable for widespread 
use in conducting mental surveys, measuring educational results, and 
canvassing school systems. 

Several group mental tests are now standardized and available for 
use for all children above seven years of age. 

They should be used for preliminary classification in helping to 
discover feeble-minded, subaverage, and bright children in our schools. 

They should be used in order to secure closer grading in large 
school systems, so that children more nearly equal in intelligence 
may be grouped together. 

Educational and mental survey tests should be used together in 
order properly to determine whether any school is teaching its 
children as much as they are able to assimilate. Used comparatively, 
educational and psychological group tests are useful instruments for 
improving school practice and school organization. 

Psycho-clinical diagnosis. The group mental test has decided 
limitations. It acts as a selective sieve ; but it never delivers an 
adequate diagnosis of an individual child. 

Group testing does not in the least obviate the necessity for a 
clinical psychologist. The clinical psychologist frequently uses a test 
quite as much as a means of gaining an insight into the type of per- 
sonality of the child, as he does to determine mental level. No group 
method can take the place of personal analysis of the child, nor do 
group methods completely solve those subtler problems of personality 
which constitute the most important and the most exacting part of 
the task of the clinical psychologist. 

This personal diagnostic analysis must depend upon intimate clini- 
cal methods. It may sometimes require the judgment of the school 
physician, the neurologist and the psychiatrist as well as that of the 
psychological examiner, before a conclusion is reached. The responsi- 
bility of the mental and educational classification of abnormal and 
subnormal children should be carefully safeguarded. 

Educational adjustment. 'Psychology as an applied science must 
finally affect pedagogical methods and educational administration. 
Problems of maladjustment must reckon with individual children and 
individual teachers. The latter have a right to demand of the 
psychologist concrete educational advice as to procedure after he has 
made a diagnosis. For this reason there should be vital cooperation 
between school psychologists, teachers and educational authorities. 



EDUCATIONAL CONGRESS 75 

Special-class teachers and auxiliary teachers who deal with subnormal 
and otherwise exceptional children should actively assist in discover- 
ing and determining the mental status and educational possibilities 
of these children. There must be flexible school arrangements .which 
permit the shifting and observation of problematic children under 
varying conditions. Such flexible school arrangements should be 
regarded as part of the technic of mental diagnosis and educational 
readjustment. 

The part of the special teachers in such a program is very signifi- 
cant. Clinical psychology unaided can not meet the situation. The 
committee therefore wishes to stress the importance of carefully 
selected, and well-trained, socialized special teachers, with opportuni- 
ties for professional growth and preferment. More adequate facili- 
ties for the training of various types of special teachers, increased 
supervision, and salary bonuses would work toward that end. 

The certification of psychological examiners. A group attending 
the conference felt that the standards of mental examination are at 
this time of critical, practical importance. Accordingly, on May 28, 
1919, an informal special meeting was called to consider the matter 
of certification of qualified psychological examiners. Dr W. B. Cor- 
nell presided at this meeting and among those present were Dr David 
Mitchell of the Bureau of Educational Experiments of New York; 
Prof. James E. Lough of New York University; Dr R. S. Wood- 
worth and Mrs Leta Hollingworth of Columbia University ; Miss 
Elizabeth Farrell, Director of Special Classes, New York City ; Prof. 
Rudolf Pintner of Ohio State University, Columbus ; Prof. L. A. 
Pechstein of the University of Rochester; and Miss Eleanor Gray, 
State Director of Special Classes, Albany. 

During the discussion it was pointed out that the American 
Psychological Association had appointed a national committee on 
qualifications for psychological examiners and other psychological 
experts, with a subcommittee on certification. It was agreed, how- 
ever, that the New York State mental deficiency law had created a 
situation which made immediate action in regard to the certification 
of mental examiners in New York advisable. The members present 
resolved themselves into a committee and it was voted that the 
following resolutions be incorporated in the conference committee 
report to the Board of Regents : 

Resolved, That \vc recommend to the Board of Regents of the State of 
New York that a committee or board of psychologists be authorized to pro- 
vide for the certification of psychologists who meet the requirements of train- 
ing specified in the New York State mental deficiency law. 



76 THE UNIVERSITY OF THE STATE OF NEW YORK 

Resolved, That we place ourselves on record as being of the opinion that 
the qualifications specified should be recognized as the minimum requirements 
for all psychologists who h~ave the diagnosis of subnormal or other excep- 
tional children under their jurisdiction. 

Training of Subnormal Children 

At least fotir groups of children should be distinguished in the 
elementary school and different rates of progress and types of instruc- 
tion planned for them : 

1 The inentally defective. 

2 The inferior, slow-moving and border-line group whose abili- 
ties are too limited to enable them to finish the academic work of 
the elementary school. 

3 The average child who can progress at the normal rate in the 
elementary school and can profit by training for a skilled trade, for 
the median grades of commercial work and for the great mass of 
business positions. These are children who can be expected to finish 
from two to four years of training beyond the elementary school, 
either vocational or general. 

4 The superior child who can accomplish more than the present 
curriculum in the time assigned and who ought to go to college and 
take some type of professional, technical or civic training. 

These groups should not be rigidly separated, either clinically or 
educationally. There is no established, standardized procedure for 
the subnormal groups (i and 2). School procedure must be based 
chiefly on the intelligence status and vocational possibilities of the 
child. A highly flexible school system which provides generous 
opportunities for manual and occupational expressions alone can do 
justice to these children. 

Psychological measurement and classification should aim not at 
pigeon hole placement, but at discovering the optimum educational 
environment. Teachers specially trained in the psychological and 
social aspects of subnormality are indispensable in the operation of 
a constructive program. These teachers must provide not only the 
necessary training, but must cooperate in adjusting the subnormal 
youth to the life of the community and of industry. 

For the genuinely and seriously defective, special classes, special 
schools, and in rural and village districts supervised individual pro- 
grams are a necessity. These agencies should be made more com- 
plete, and should be supplemented by a system of after care at least 
partly under the control of state and local public school authorities. 
Special after-care teachers, supervisors and committees must be pro- 



EDUCATIONAL CONGRESS JJ 

vided by local initiative or by state legislation. Special educational 
facilities for the definitely feeble-minded are not a wise investment 
unless this follow-up work is added. 

The educational devices for the inferior or border-line group 
(group 2) must be similar in character, but broad, varied and very 
elastic. The goal should be to adopt as many as possible to a self- 
supporting or partially self-supporting life in their own community. 

Army statistics and other evidence suggest that probably over 
20 per cent of our elementary school population could not ade- 
quately meet the academic requirements of the eighth grade. This 
situation calls for far-reaching readjustment of the elementary curri- 
culum for subacademic and subnormal pupils who have reached their 
teens. It means a new emphasis on vocational education ; but not of 
a specific kind. Even the training of the high grade " moron " in 
shop schools should be general and many sided. 

By judicious experiment and legislation increasing cooperation 
should be brought about between schools and industry, analogous to 
the part-time factory arrangements already in force with trade schools. 
Mutual cooperation and supervision are necessary, if workers of 
inferior mentality are to remain in their communities, happy, secure 
and productive. 

Vocational guidance, in a vigorous sense, is needed for the 
mentally subnormal. There must be not only guidance and proper 
placement in industry ; but a constructive form of vocational proba- 
tion and supervision. After-care teachers and committees can with 
permissive authority develop relations with employers, which will 
serve to keep the subnormal outside of institutions. 

For those who can not maintain a vocational life in the com- 
munity, even with such supervisory safeguards, there must be local 
and state colonies, agricultural and industrial. A sincere, construc- 
tive educational policy, however, is calculated to reduce the number 
who are committed to colonies, asylums and corrective and custodial 
institutions. A system of vocational after-care and supervision for 
the subnormal is not a form of paternalism, but a natural extension 
of the constantly evolving functions of public education. It is a 
policy of humanity and of social thrift, well within the scope of a 
State Department of Education. 

Training of Very Bright Children 
The superior child suflfers great injustice at the hands of our 
present system. Special provision for him is rare. He is not a 
school problem in the sense that he gives trouble, and the school has 



78 THE UNIVERSITY OF THE STATE OF NEW YORK 

not been alive to the fact that superior children are failing to develop 
their talents. He wastes time, fails to learn how to work, and only 
too often leaves school with far less than the amount of training which 
he might have secured. Experiments have shown that groups of 
children whose average intelligence quotients are as high as 120, 
with no members below 100, can go twice as fast as the average rate 
in school. 

From the standpoint of mental conservation these children demand 
specialized educational consideration. From the standpoint of 
democracy they challenge concern, because the very welfare of 
democracy is bound up in the recognition of their intelligence and 
the conservation of their latent powers of citizenship and leadership. 
The need of special school provisions for very bright children. 
Bright children offer somewhat the same problem in the grades as 
backward children. They clog the grades, by preventing the teacher 
from dealing efficiently with the great bulk of the children. Their 
advanced questions go over the heads of the average child, and 
the teacher's answers to them waste the time of the class as a whole. 
Then, too, they offer disciplinary problems, when, as often, the 
assigned work of the grade does not suffice to keep them busy. 

Bright children evidently deserve good treatment in the schools, 
but this they are likely not to get, since, when placed below their 
mental level, they do not get the stimulus to mental application; they 
get through too easily and are apt to get into habits of loafing. Also, 
they do not have the opportunity for developing the initiative that 
is in them. 

Bright children should be encouraged to continue their education ; 
they might well receive scholarships for high school and college. 
They should receive special vocational guidance, in accordance with 
their abilities — which does not mean that they should always be 
steered into the professions. 

Means for discovering the very bright child. School records and 
teachers' judgments are not sufficient, because they do not customarily 
take account of the chronological age of the child in connection with 
his mental achievement, while they do penalize for lack of interest 
and industry which may be the result of a child's being mentally 
superior to the work assigned to him. 

Intelligence tests are necessary, to determine the child's mentality 
independently (to a great extent) of the precise matter he has been 
taught in school. 

The development of group tests for army use, and the demon- 
stration of their value as a preliminary sieve in locating those of 



EDUCATIONAL CONGRESS 79 

high as well as of low mentality, and the concerted efforts now being 
made to adapt group testing to the school child, make this the most 
practical line for securing an intelligence rating of all school chil- 
dren, and so discovering the very bright child. 

Wherever possible, individuals indicated by a group test as being 
either very superior or very inferior should be subjected to indi- 
vidual examination and case study, so that their mental status may be 
more certainly and more completely known in advance of special 
treatment being given them. 

An educational policy. Individual differences among very bright 
children are considerable and must be respected. In larger school 
systems special classes for exceptionally bright children have proved 
highly successful. Such classes, however, are not absolutely essential 
to the development of an educational program in behalf of the 
superior child. The range and detail of his study can be increased, 
special interests and initiative can be fostered, his academic progress 
can be hastened by flexible grading. 

Guidance and initiative from overhead are now much needed in 
this whole matter ; everywhere, in village, country, and city schools 
alike. 

The situation should be regarded as of sufficient civic and educa- 
tional importance to receive special administrative attention. 

The training of teachers and of supervisors in methods of handling 
bright pupils as individuals and as class groups should follow. 
Systematic investigations and demonstrations of actual possibilities 
should be organized. 

Scholarships for selected elementary and secondary pupils are 
already indicated. 

All this seems to call ultimately for a centralized agency within 
the University of the State of New York, analogous to that now 
constituted for dealing with the feeble-minded. 

Meanwhile one or two experts associated with the State Depart- 
ment of Education could do much to devise and direct procedure in 
tliis promising field of educational engineering. 

Arnold Gesell 
Marion R. Trabue 
A. Leila Martin 
Helen T. Woolley 
Ada M. Fitts 
R. S. Wood WORTH 
L. A. Pechstein 

Committee 



8o THE UNIVERSITY OF THE STATE OF NEW YORK 

Moral Instruction 

Negative Considerations 

1 The teacher 

a The quaHty of teachers is poor. The best material goes into 
Other fields because of greater remuneration. The recruit comes 
from homes that lack cultural and moral background. 

b A great majority of teachers is immature. The teaching career 
is brief, being interrupted by marriage or change to other more 
remunerative employment. The teacher changes positions too fre- 
quently to develop effectively such personal potentiality as may be 
possessed. 

c The teacher is so poorly paid that a small percentage can afford 
to take the training necessary for the full development of personal 
power. For example, almost no college graduates are found in grade 
positions ; not even normal school training is the usual preparation. 
A majority still lacks adequate professional training, and a vast 
majority lacks a broad, foundational education. 

2 Tlie subject matter of morals 

a It is a question of conduct, which grows out of right feeling 
toward one's fellows. 

& It is a matter of guidance, of correction, of habit formation; 
not instruction, but force of example, is the important fact. 

c Formal instruction in morals has a tendency to antagonize the 
pupil and so to rouse the feelings that right conduct is an improbable 
result. 

Positive Considerations 

I The teacher 

a The teacher is the all-important factor in moral instruction. 
His own conduct must be exemplary; his moral jvidgment must be 
true and unerring ; his personal power must be effective and pervasive, 
results promoted through culture and scientific education. 

b The teacher must understand moral sanctions, both religious and 
social. 

c Teacher training should therefore include the following: 

(i) Systematic instruction in ethics. 

(2) Thorough training in social sciences — anthropology, sociol- 
ogy, government, modern social relations. 

(3) Special emphasis on loyalty and intelligent patriotism. 



EDUCATIONAL CONGRESS 8l 

2 The school program for the child 
a It must he concrete. 

Material is to be found in the life of the school — playground, 
school discipline, relation between child and child, relation between 
child and teacher, relation between school and home, community 
life, in every phase of all the social relationships of school and 
community, 

h It must be systematic. 

(i) All the virtues should be listed for the use of the teacher, 
and special stress should be laid on specific virtues in assigned grades. 
While no daily special hour need be assigned, the teacher should 
be required to cover the assigned virtues in a given period or term. 
Incidents in school and community life should be seized as lesson 
materials and the children guided in forming moral judgments on 
them. 

(2) Literature should be suggested for the use of the teacher. 
Stories, episodes, scenes, poems, dramatic incidents, all are valuable 
for use when specific, concrete experiences occur in the school or 
community. 

3 The common law should be taught; the rights of others recog- 
nized and respected. 

4 The State should prepare a graded syllabus and suggest a time 
schedule for the guidance of teachers. The French " Course of 
Study in Ethical Training for the Ecoles Primaires " is suggestive. 

5 The work in civics should relate itself to the course in morals. 
Here again the " Course of Study in Civics for the Ecoles Primaires " 
is suggestive. 

A. R. Brubacher 
Angelo Patrie 
Annie W. Allen 

Committee 
Music 
The matters discussed grouped themselves under three heads: 
music in the elementary schools, music in the high schools and music 
as an aid in Americanization work. The following recommendations 
were unanimously agreed upon : 

Music in the Elementary Schools 
That music be made a required subject in all elementary schools of 
the State and that the Music Council be authorized to establish mini- 
mum requirements for different classes of schools. 



82 THE UNIVERSITY OF THE STATE OF NEW YORK 

Music in the High Schools 
That music courses in the high schools be revised. The follow- 
ing courses are suggested : 

1 Elementary theory, 2 points 

2 Ear training and music reading, 3 points 

3 Elementary form and melody writing, 3 points 

4 Ear training and elementary harmony, 3 points 

5 History and appreciation, 3 points 

6 Chorus singing (2 periods a week), i point 

7 Orchestra practice, i point 

That students in the teacher's course should be required to pass 
examinations in courses i and 2 of the above. 

It was further the sense of the meeting that gratitude should be 
expressed to the Board of Regents for having acknowledged the value 
of music, in the granting of credits to high school pupils, for the 
study of music under private instruction, and that the granting of 
such credit be made conditional upon the pupil's passing examination 
in course i of the above suggested courses. 

Music in the Work of Americanization 

That the Board of Regents go on record as approving the use of 
music as an aid in the work of Americanization. That such approval 
be manifested in two ways : first, by authorizing the Music Council 
to prepare lists of songs and plans of music work to be used for 
Americanization purposes ; second, by sending out a leader, upon 
request, to organize the music work for Americanization purposes. 

Russell Carter 
Inez Field Damon 

Committee 

Rural Education 

The most im]:)ortant single educational problem of New York State 
is that of developing adequate educational facilities for the rural 
population of the State. The wealth of the cities and the large 
number of children in a limited area make it possible for the urban 
centers to develop a relatively complete and varied educational pro- 
gram. In the open country there are comparatively few good ele- 
mentary schools and in many sections of the State high school facili- 
ties are inadequate. It is imperative for the welfare of the State as 
a whole that the educational needs of the rural community be deter- 



EDUCATIONAL CONGRESS 83 

mined, and when this has been done early steps should be taken to 
satisfy this need. Aside from the problem of teachers for the rural 
schools the report of the comniitlec is :in attempt to answer in tenta- 
tive form the first part of this program. 
The committee recommends the following: 

1 Administrat'wn and supervision 

a That the ci»unty be made the unit of school administration and 
supervision. 

b That provision be made in each county for a county board of 
education to be representative of the county at large. 

c That provision be made for a trustee to be elected by the people 
at each school, this trustee to be responsible for the property of the 
local board. 

d That in addition to the county superintendent there shall be 
such additional supervisory assistance as a study of county condi- 
tions may indicate is necessary. Tiiis study should be made by the 
State Department of Education. 

e That a minimum salary be established for the county sui)erin- 
tendent and the supervisors, two-thirds of the salary lo be paid by 
the State and one-third by the county; with provision for a maxi- 
mum mileage in order that the poorer counties may not be placed at 
a disadvantage in securing the services of a competent superintendent. 

/ That the State Department of Education fix the qualifications 
for county superintendents and supervisors with provision for pro- 
fessional training in school supervision. 

g That provision be made for adequate clerical assistance and 
for travel of the county superintendents and supervisors. 

In making provision for taxation and supervision it is stiggested 
that all common schools and union free schools in places of less than 
five thousand be included in the county unit. 

2 Rural high scJiooIs. We commend (o the consideration of the 
Board of Regents the idea of the junior high school for rural 
communities. 

a We recommend that a committee on rural high schools be 
appointed for the purpose of making a study of the needs for such 
facilities in rural communities throughout the State. Tn this con- 
nection it is suggested that whenever jjossible the elementary school- 
ing in country districts be reduced to six years and at the beginning 
of the seventh grade all pupils who have completed the first six years 
of elementary school work, or who have attained the age of twelve 
years, be admitted to the junior high schools. 



84 THE UNIVERSITY OF THE STATE OF NEW YORK 

b We recommend that consideration be given to the possibiHty 
of development of continuation work for rural communities. 

3 Curriculum 

a We recommend that a committee be appointed for the purpose of 
making a study of the curriculum of the elementary school, for the 
purpose of securing a curriculum adapted to the needs of the rural 
community and with a greater degree of flexibility than obtains at 
the present time. It is suggested that this committee contain repre- 
sentatives of the district superintendents, the state normal schools, 
state schools of agriculture, State Department, training classes, rural 
school patrons, and outside help if such assistance can be obtained. 

b We recommend in connection with the normal schools and the 
State College of Agriculture that experimental schools be established 
for the purpose of making studies and investigations regarding con- 
tent of the elementary school curriculum and the methods of instruc- 
tion in the rural school. 

c We recommend that syllabusses be prepared that will assist 
teachers in adapting the work of the elementary school to the needs 
of the rural community. 

4 Standardization 

a It is recommended that state aid be granted for one-teacher and 
two-teacher schools that meet certain standards as to the school plant, 
equipment and teacher. 

b That a pamphlet be prepared setting forth the aims and purposes 
of such standardization for distribution among school patrons. 

5 Community development 

Since school welfare is largely determined by community progress, 
we urge that special attention be given to rural community organiza- 
tion and development and recommend that a special agent devoting 
full time to this field be employed by the State Board of Regents. 

George A. Works 
J. Murray Foster 
Ruth M. Johnston 
Mabel Carney 

Committee 

Exception to the Report of the Committee 

While I have the highest confidence in the opinion of the other 
members of this committee, still because of the frequent varied con- 
ditions in different parts of the same county, and because of the 
extreme difficulty of transportation in the more remote counties, 



f-:r)U(ATi(mAL tonckess 85 

which need help and improved cotuhlioMs niosl, I am unwilHn*^ to 
indorse the county unit for school administration and sui)ervisiou. 
I am not convinced that the success of the states of the Middle West 
under the county system justifies the attempt in New York State 
because her problem differs in so many respects. 

Otherwise I heartily indorse the above recommendations. 

Ruth M. Johnston 

Training of Teachers 

Adequate professional training on the part of those who are to 
enter upon the v^^ork of teaching is one of the most vital problems 
in our educational work. The fact that there is some dissatisfaction 
with the work of the schools is in a sense a lever which should be 
used to the advantage of the schools. Educators and, in fact, all 
school people should " talk big," said Doctor Bagley, in order that 
the bigness and importance of the task may in part at least be 
appreciated by the public. Teaching has not yet become a career. 
Only 16 per cent of the teaching staff' in America have had two years' 
professional training beyond the high school. In England 66^ 
per cent have had at least two years' professional training beyond the 
high school. 

There is a very low standard of rewards for those who are in the 
teaching service. The remuneration must be considerably increased 
before the work will be sufificiently attractive to interest those who 
are best qualified for the work of teaching. 

The following suggestions were made : 

1 The period of training for the preparation of elementary 
school teachers should be extended. Eventually it should be equal 
to the period for the training of high school teachers — at least four 
years of professional training for all teachers whether their work 
is to be in the elementary grades or the high school. 

There should be equality of salary schedtiles for elementary and 
high school teachers. The fact that the responsibility of the ele- 
mentary teacher is eqttally as important as that of the high school 
teacher is a sufffcient reason for making the salary schedule the 
same. 

2 Teacher-training curriculums should be differentiated. Normal 
schools and normal colleges should train teachers specifically for 
the character of the work which they are to do. It will naturally 
follow that there will be specialized form of licensing. 

(We are appreciating the need of some definite steps in connection 



86 THE UNIVERSITY OF THE STATE OF NEW YORK 

with this matter in the administration of our certification of teachers. 
The time is rapidly coming when high school teachers must be 
Hcensed specifically for the work which they are to do, particularly 
in our larger schools where the work is de])artmenlalized.) 

3 There is also a vital question as to the specific training which 
should be the basis of the certification of teachers for intermediate 
schools or juni'or high schools. (Doctor Ragley was to discuss this 
question at a later session but had to leave before it was reached 
at the conference.) 

Professor Holmes in his discussion emphasized the point that the 
training of teachers is in one sense strickly a vocational matter rather 
than academic ; that there should be no so-called " academic work " 
in the normal school or teachers college. Doctor Brubacher took 
strong issue with Professor Holmes on this point, maintaining that 
breadth of view and of culture was a very vital asset to the success- 
ful teacher. Doctor Brubacher held that there was a real difference 
between professionalized history and a broad study of history. 

Doctor Holmes in discussing the relation between academic and 
professional subjects maintained that English, composition, voice 
training and physical education were necessary for increased pro- 
fessional efifectiveness. He also proposed a course in general advice 
as an orienting course. English, history, science and economics ought 
to appear in normal sch(»ol ctuTiculums; these are fundamental to 
a general education. 

. The following points were made in conneclion wiili ilie (inalifica- 
tions for an efficient teacher: 

1 She must know her subject ; have broad background. 

To become really efficient, a teacher must know her subject and 
in fact must know much more of her subject than is included in the 
course or in the textbooks in use. The teachers of Erance have a 
higher range of scholarship than do ours. 

2 She must be familiar with educational psvchologv; make a 
specialty of child study. Professional courses are oftentimes too 
remote from the task immediately at hand. Tn dealing with children 
she should be fruitful and resourceful ; she should be a keen student 
of humanity. 

3 She must know methods and how to apjjly them practically, 

4 She must know the community and be one of the people. 

5 She must know " what it is all about." 

6 She must be physically fit. 

7 Those without personality shoul4 be sjft^d out. 



EDUCATIONAL CONGRESS 87 

Under the discussion as to the desirable length of the training 
course, Professor Bagley made the following ])oints : 

1 It must be determined by what tlie trafhc will stand. (There 
was a discussion of this ])oint in an endeavor to articulate the 
economic side of the (|uestion with llie professional; in other words, 
what may be ihe ideal length of a prolessioiial course may be unwise 
of immediate applicnlion on account (tf the present limited supply 
of teachers.) 

2 It depends somewhat on the entrance recpiirements. 

3 It depends upon the maturity of the students. (Those now 
entering are said to be less mature than formerly.) 

4 It depends on the work to be done. (Under this heading was 
emphasized the Lact that it should be at least three years and 
eventually four years.) 

5 There should be differentiated courses for those entering upon 
additional phases of educational work. 

In the discussion of this whole problem by the normal school 
principals and others in attendance it was apparently the thought of 
some of those at the conference that it would be unwise to lengthen 
the course immediately because of the unusual economic conditions 
which now obtain. It seemed to some inadvisable to urge at this time 
either a three-year or a four-year curriculum, inasmuch as it was 
felt that such action would still further depress figures of registration 
which are now abnormally low. 

It was also pointed out in the discussion that a supreme effort 
should be made to see that all teachers had at least the minimimi two 
years of professional training. 

In a subsequent meeting of the normal school principals, it was 
voted that the matter of a three-year curriculum be referred to a 
committee consisting of Principals Riggs, Sturges and Rockwell and 
reported on later. At the same time a committee of two (Principals 
Rliss and Hawkins) was appointed to urge that critic teachers be 
placed oil the same salarv basis as assistants. In connection with 
the discussion as to the lengthening of the normal school course. 
Professor Holmes stated that increase in the requirements and 
length of time given to courses has usually resulted in an increase 
of registration rather than a decrease. Doctor Bagley outlined what 
he considers a detailed three-year course. It was essentially the same 
as laid down in the Carnegie Curricula. 

In discussing training school problems, it was emphasized by 
Doctor Colvin and others that teachers in training, whether in train- 



88 TTIF. TTNTVERSITV OK Tl 1 R STATE OF NEW YORK 

ing class, normal school or C(jll(\ne, should he permitted to go out 
into actual teaching for a period long enough to enahle them to gain 
an adequate realization of the character of the job. 

Training school students should be given some portion of the 
work to do (work of respectability) in place of the usual formal 
observation work, such as marking pupils upon their registration, etc. 

Teachers might well be assigned to individual pupils who are 
backward in order that the student-teacher may discover the pupil's 
difficulties. This will be helpful in bringing the student-teacher to a 
realization of the fact that the problem is in the final analysis indi- 
vidual and not massed. 

An interesting point was developed in the discussion on organiza- 
tion of the training department to the efifect tliat in Wisconsin, 
students who do their first observing in normal schools become a 
member of the class. This gives the student something definite to 
do and gives her a positive interest in her observation. The func- 
tion of the lesson plan in the training of teachers was emphasized 
and the necessity of an aim in every lesson was unanimously 
accepted. 

Too much time and stress are often given to matters of adminis- 
tration and supervision which do not immediately concern the 
student teaching. The teacher must be intimately acquainted with 
the personal character of the problem. 

It was frequently repeated that normal training should be made 
more specific, that is, for primary, grammar, intermediate or junior 
high school work. As has already been stated, the licenses should 
be on a basis of special certification. The blanket certificate to 
teach any subject in any school is an atrocity. 

In the session which was devoted to the discussion of the problems 
of preparing rural school teachers. Miss Carney was very helpful. 
A few of the normal school principals, the Department specialist in 
elementary subjects, several district superintendents and teachers of 
training classes were present and the discussion was very general. 
The suggestions which were presented gave a very helpful outline 
covering a full year's program for training class work. Copies of 
the suggested outline were placed in the hands of all present at the 
conference and were discussed in detail. Following the discussion 
of the suggested scheme, certain specific recommendations were made 
for the purpose of further discussion. Among the more vital sug- 
gestions were the following: 

I That the state aid should be increased to $1500 for each train- 



£dUcational congress H9 

iiig class, $1200 of this fund to he sti])iil;itc'(l as a miniinuiii salary 
for the training class teacher. 

2 That the curriculum for the training class should he modified 
somewhat, for instance: 

a School law should he eliminated as a sei)arate course and given 
but a week's time as one topic in the rural school management course. 

h Psychology should be modified into a practical course in pedagogy 
including the elements of class technic, fundamentals of child study 
and the simplest possible .statement of the laws and ])rinciples of 
teaching. (This is probably a very vital point, as mucli of our 
psychology in the training classes has been, to put it mildly, abso 
lutely lacking in vitality.) 

3 It was suggested by Miss Carney that state examinations for 
training classes be eliminated. It was pointed out in discussion that 
this could not be done imtil the ijrogram for supervision of tliese 
classes was broadened and until the state aid was sufficient to 
guarantee training class teachers of the highest type and who were 
professionally trained for the work. 

4 That the teacher is by far the most important factor in training 
class efficiency. It is recommended that the rules he changed to 
require 

a Two years of rural school experience. 
h A minimum salary of $1200. 

c That the training class teacher give full time to training class 
work. 

5 Friendly, inspirational, democratic, constructive and profession- 
ally sound supervision is essential to training class success. The 
following supervisory activities were recommended : 

a An annual state conference of training class teachers, one week 
in length. 

h Special six-weeks summer session required of all teachers enter- 
ing the work for the first time. Experienced teachers encouraged to 
attend other summer schools. 

c Two full-day visits a year from the state supervisor. 

d Helpful correspondence on daily problems. 

e Course of study cooperatively developed by state supervisors and 
teachers. 

Sitnunary 

The large features which stand out as a result of the conference 
on the training of teachers seem to be the following : 



90 THE UNIVERSITY OF THE STATE OF NEW YORK 

1 Extending the period for professional training of teachers in 
the normal schools from two years to three years and possibly four 
years. This must be worked out with keen appreciation of the present 
economic problems. It must not be administered in such a way as 
to decrease the teacher supply which is already limited. 

The compensation of teachers must be i^reatly increased so that 
there will be an incentive to yoimg men and women of ability and 
promise to enter the teaching profession with the idea of making it 
their life work. 

We should talk of the matter in big terms in order that the public 
may gradually be educated to a realization of the serious situation 
which confronts the schools. The aims must be high in order that 
the attainment that is actually made will be worth while. 

2 The rural school problem is one of the most vital features of 
the teacher-training question. State aid, modification of curriculum, 
helpful, inspirational leadership through trained supervisors, and fol- 
low-up activities must all be given serious thought and constructive 
help if the State is to give the aid to tlie rural schools wliich the 
present situation demands. 



021 508 672 0( 



